^^     MiillL— 


■I I       INTERMEDIATE    KEADEK; 


^^■*RlMAi(V  Sl'llOUL  llRlSi  ULAist^  BUOk; 


ELEMENTARY    EXERCISES 


ARTICULATION 


THi:    FIRST    PKlNCli'LE«    UF    ELUCUTlUiN 


IkaESIGNEU     TO     FOLLOW     THE    ••  INTRODUCTION,"    AND     TO 
PRECEDE   THE    "GKADFAL   READER." 


N  i:.  VV  -  \  < )  K  K  : 

rPrHI.I.-.l^:D  BY  DANIEL  BURGESS  &  CO., 
(i>AVE  oAPy  A  BUR(;p:si?.) 


JNTERMEDIATE    READER ; 

OR, 

PRIMARY  SCHOOL  FIRST  CLASS  BOOK; 


ELEMENTARY    EXERCISES 


JX  « 


ARTICULATION 


THE    FIRST    PRINCIPLKS    OF    ELOCUTION; 

DKSIGNED     TO     FOLLOW     THI-:    "  INTRODUCTION,"    AND     TO 
PRECEDE    THE     "GRADUAL    READER." 


By     DAVID     B.    TOWER,    A.    M. 

iCTHOR     OP    "  IKTELI.ECTU.VL     ALGBIUIA,"     "graIUJAL     LESSONS     IN     GRAMMAR, 
"8E(}UEt,    TO    LKSiONS    IN    GRAMMAR,"    '•  GRADUAL    SPELLER,"' 
A?iO    A    SERIES    OJ     REVDIN.;    BOOKS 


NEW  YORK : 
riUiUSHED  BY  DANIEL  BURGESS  &  CO., 

(late    cady    a  ^■  1)    burgess.) 
GO  JOHN-STRKET. 


Entered  acrorditg  to  Act  of  Congress,  iji  "Iv    vear  1848, 
DV    DAVID    B.  TO  WEI  k 

111  the  Clerk's  Ortiee  of  the  Dlstrirt  Court  of  fliassaclmsetts. 


STEREOTYPED  AT  THE 
BOSroN  TYPE  AND  STEREOTYPE  KOUKDRY. 


PREFACE. 


The  "  Primer  "  and  "  Introduction  "  were  prepared 
from  a  conviction  that  the  training  requisite  for  acquiring 
distinctness  of  utterance,  to  be  most  efficacious,  should 
begin  in  the  Primary  School ;  and  that  the  organs  of 
speech,  in  their  development  and  growth,  should  early  be 
habituated  to  accuracy.  In  furtherance  of  this  plan, 
there  seemed  to  be  needed,  between  the  "  Introduction  " 
and  the  ^"  Gradual  Reader,"  an  intermediate  step,  which 
should  contain,  for  daily  practice,  a  regulai-  system  of 
"Exercises  in  Articulation"  for  Primary  Schools,  such 
as  had  been  put  forth  in  the  Gradual  Reader,  in  1841,  for 
more  advanced  pupils.  • 

In  this  book,  condensed  into  a  small  compass,  will  be 
found  the  requisite  Exercises  upon  the  Vowel  and  Conso- 
nant elements  and  their  combinations,  in  the  only  shape 
in  which,  by  the  decision  of  teachers,  they  can  be  of  any 
use  to  the  pupil.  The  element,  or  combination  of  elements, 
is  given  first ;  then,  words  containing  the  same  ;  and,  lastly, 
a  sentence  in  which  some  word  is  used  illustrating  the 
same  element  or  combination.  These  exercises  are  in- 
tended as  a  species  of  vocal  gymnastics,  as  necessary  for 
training  and  strengthening  the  organs  of  utterance,  as 
bodily  exercise  is  for  developing  muscular  power. 


4  PREFACE. 

Since  the  first  publication  of  the  "Exercises  in  Artic- 
ulation," attention  has  been  turned  to  this  subject  so 
efTectually,  that  teachers  are  now  expected  to  exercise 
their  pupils  in  uttering  distinctly  the  words  they  attempt 
to  read.  With  the  hope  of  facilitating  their  labors,  and 
rendering  them  more  successful,  this  work  has  been  pre- 
pared for  the  first  class  in  Primary  Schools,  and  for  Inter- 
mediate Schools. 

Besides  the  elementary  instruction  in  Articulation,  it 
was  deemed  advisable  to  imbody  a  few  exercises  on  the 
rising-  and  falling  inflections,  and  an  illustration  of  ein- 
phasis  by  examples,  with  a  view  of  more  effectually  turn- 
ing the  attention  of  a  valuable  class  of  teachers  to  a  few 
of  the  simple  elements  of  reading. 

For  a  complete  system  of"  Exercises  in  Articulation," 
the  teacher  is  respectfully  referred  to  the  "  Gradual 
Reader,"  and  to  the  "  Gradual  Speller,"  which,  it  will  be 
seen,  is  an  extensit)n  of  the  plan  of  the  Exercises  in  the" 
Gradual  Reader  to  the  words  needed  in  teaching  orthog- 
raphy and  pronunciation. 

In  the  "  North  American,  First  and  Second  Class  Read- 
ers," teachers  will  find  a  practical  illustration  of  all  the 
various  functions  of  the  voice,  even  in  the  higher  elements 
ot'  expression. 

D.  B.  T 

Boston,  0'2  Beacon  Street,  Maij,  1318. 


CONTENTS. 


ELEMENTS    OF    READING. 

Page. 

EXERCISES  IN  ARTICULATION 9 

Vowel  Elements 9 

Review  of  Vowel  Elements.     Table  1 13 

Exercises  on  the  Consonant  Elements.     Table  II..  14 

Exercises  on  the  Consonant   Combinations 15 

Exercises  on    Difficult  Combinations  of  Words..  31 

INFLECTIONS   OR   SLIDES 84 

Exerciser  on  Inflections 35 

EMPHASIS ". 38 

Exercises  on  -Emphasis 40 

Parenthesis •. 41 

DIRECTIONS   TO  TEACHERS 42 


READING   LESSONS. 

1.  The  Works  of  God Mrs.  Burbauld.  43 

2.  A  Forbearing  Spirit Oneida  Scaton.  46 

3.  The   Spring Mrs.  Barhauld.  48 

4.  The  Bee  and  the   Butterfly L.  H.  Sirrourncy.  50 

5.  The  Specked    Apple T.S.Arthur.  52 

6.  The  Same,   continued , 55 

7.  My  Happy   Home ft. 58 

1  * 


6  CONTENTS. 

Pago. 

8.  Gon  IS  THE  Parent  of  All 59 

9.  Words  of  Kindness 62 

10.  TwENTV-TiiiRD    Psalm Bible.  63 

11.  Twenty-Fourth  Psalm. Same.  64 

12.  Nineteenth  Psalm Same.  Go 

13.  The  Boy  and  his  Angel M.  0.  Stevens.  67 

14.  Child  of  Reason Mrs.  Barhauld.  G9 

15.  Duty  to  God 71 

16.  Prayer James  Montgomery.  73 

17.  Duty  to  Parents 74 

18.  The  Children's  Choice 77 

19.  The  Bodily  Senses.  —  Hearing  and  Sight 79 

20.  School  is  out 82 

21.  The  Bodily  Senses.  —  Smell   and  Taste 83 

22.  The  Bodily  Senses. — Touch  or  Feeling 85 

23.  The  Hour  of    Prayer 88 

24.  The  Little  Sick  Brother T.S.Arthur.  89 

25.  The  Same,  continued 94 

26.  The  Nightingale t.Mrs.  Hemans.  96 

27.  The  Seasons  ..«. 93* 

28.  Breathing 100 

29.  Arteries  and  Veins 101 

30.  Remembrances  of  Home T.  Hook.  102 

31.  Manm:r  is  a  Great  Matter Miss  Scdgicick.  103 

32.  Winter Mrs.  M.  E.  Rohbins.  106 

33.  The  Long   Play-Day Miss  Julia  Jl.  Fletcher.  107 

34.  How  the  Long  Play-Day  ended Same.  110 

35.  The  Sea-Side Miss  Jeicsbury.  113 

36.  Lesser  Morals Miss  Sedgwick.  115 

37.  Lesser  Morals.  —  Acts  of  Kindness Same.  117 

38.  The  Young  Mourner 120 

39    The  Perfect  Gentleman 122 

40.    Broth  e^ly  Love 123 


CONTENTS.  7 

Page. 

41.  Selfishness  UiNsocidL 126 

42.  Voices  FROM  Nature 129 

43.  The  Two  GAnnEWER 132 

44.  Exercises   on  Aspiration 133 

45.  The  Old  Man  and  bis  Three  Sons 136 

46.  The  Garden 139 

47.  Youthful  Example 141 

48.  The  Creator  esown   bt  his  Works 142 

49.  Pleasure  should  be  sought  with  Moderation...  144 

50.  The  Good  Boy 145 

51.  The  Bird,  the  Bee,, and  the  Buttekflt. 146 

52.  Tie  tour  Shoe-Strings 149 

53.  The  Affectionate   Children 151 

54.  Conscience 154 

55.  Check  the  First  Risings  of   III   Temper. 

Harvey  JVeiccomb.  155 

56.  Difference  and  Agreement ;  or  a  Sondav   Morn- 

ing IN  England  in  the  last  CE.fTURy 158 

57.  The  Creator's    Worhs 161 


KXERCISES 


AETICULATION 


[Let  the  class  simultaneously  repeat  after  the  teacher  the 
words  and  elements  Italicized  in  them  alternately,  and 
finally  the  sentences,  solely  with  reference  to  correct 
articulation  of  the  elementary  sounds.] 

VOWEL   ELEMENTS. 

1 .  Long  slender  sound  of"  A,  (a  or  k,)  as  in 
«le,  fome,  afm,  pl«?/,  ohey.,  frez'ght,  break, 
gauge. 

Our  age  is  but  a  shade,  our  life  a  tale. 

2.  Italian  or  flat  sound  of  A,  (a  or  a,)  as  in 
bar,  car,  far,  father,  lard,  psalm,  lawgh,  lawnch, 
heart,  gaard. 

The  calm  shade  will  bring  a  kindred  calm,  aud 
the  sweet  breeze  will  waft  a  balm  to  the  sick  heart. 

3.  Long  broad  sound  of  A,  (aw  or  ^,)  as  in 
all,  ball,  water,  warm,  baj^ble,  laz^;,  broad,  ozfght, 
wash.   ■ 

Of  all  that  is  holy,  holiest  is  the  good  man's  pall. 


10  INTERMEIHATK     RKAOER. 

4.  The  short  sound  of  A,  (a  or  ^,)  as  in 
mrtn,  mat,  at,  partzd,  plafded. 

The  good  man  has  a  perpetual  Sabbath. 

5.  The  short  broad  sound  of  A,  (a  or  a,  like 
6  or  6,)  as  in  was,  wad,  wahiut,  quality,  law- 

rel. 

The  quality  of  mercy  is  not  strained. 

6.  The  modified  sound  of  long  A,  when  fol- 
lowed by  r,  (a  or  a,)  as  in  dare,  air,  care,  fair, 
their,  pear. 

All  things  fair  and  bright  are  Thine. 

7.  The  long  sound  of  E,  (e  or  ^,)  as  in  me, 
evil,  sea,  receipt,  deer,  fear,  key,  grief,  marine, 
people. 

From  each  terrestrial  bondage  set  me  free. 

8.  The  short  sound  of  E,  (e  or  e,)  as  in  met, 
men,  end,  head,  said,  again,  says,  friend,  heifer, 
leopard,  guess,  any,  many,  bwry,  error,  merit. 

Still  let  my  steady  soul  Thy  goodness  see. " 

9.  The  modified  sound  of  E  followed  by  r, 
(e  or  e,)  as  in  her,  term,  fern,  mercy,  sir,  first, 
fwr,  burr,  over,  every. 

Blercy  wept  over  her  prostrate  shrine. 

A  fretful  temper  will  wince  at  every  touch. 

Many  a  flow<?r  is  born  to  blush  unseen. 


EXERCISES    IW    AIITICULATION.  11 

10.  The  long  sound  of  I,  (i  or  i,)  as  in 
time,  zee,  pz'es,  fl?/,  height,  huy,  gwide,  r?/e,  «isle, 
eye. 

Bright  is  the  light  of  a  good  man's  smile. 

11.  The  ^hort  sound  of  I,  (i  or  !,)  as  in  pin, 
if,  timid,  capt«in,  forfeit,  biscz^'t,  been,  sieve, 
mt/ster?/,  carriage,  bz^sy. 

I  will  worship  the  /nvisible  alone. 

12.  The  long  open  sound  of  O,  (o  or  6,)  as 
in  ode,  no,  roll,  oak,  floor,  foes, 'fozn-,  dough, 
snow,  bureau,  shew,  -seiv,  yeoman. 

Roll  on,  thou  deep  and  dark  blue  ocean,  roll. 

13.  The  long  close  sound  of  O,  (oo  or  o,)  as 
in  move,  do,  lose,  boot,  soz«p,  shoes. 

Dreadful  is  their  doom  whom  doubt  has  driven 
to  censure  fate. 

14.  The  broad  modified  sound  of  O  when 
followed  by  r,   (6  or  6,)  as  in  nor,  for,  morn, 

horse,  or,  forlorn,  storm. 

« 
I  come  from  the  hills  of  the  stormy  north. 

15.  The  short  sound  of  O,  (6  or  6,)  as  in  not, 
on,  odd,  cowgh,  softly,  gone. 

The  sun  has  gone  where  the  eye  cannot  follow 
him. 

1 6.  The  sound  of  O  like  short  u,  (u,  u,  or  6,) 


12  INTEUMEDIATE    IlKADKR. 

as  ill  soil,  done,  love,  none,  blood,  xwuhla,  cov- 
etous, udtion,  does,  ocean,  vicious,  front,  co?/r- 
age,  come. 

The  land  we  love  so  well  was  bought  with 
blood. 

17.  The  long  slender  sound  of  U,  (u  or  u,) 
as  in  t?nie,  cz^be,  hhce,  suit,  nety,  vieiv,  adieu, 
neuter,  heauty. 

There  is  inMsic  in  the  deep  hluc  sky. 

18.  The  short  sound  of  U,  (u  oj  u,)  as  in 
ti^b,  zq),  did\,  tun,  muff,  rwilfle. 

The  Slimmer  gay  droops  into  pallid  autznnn. 

1 9.  The  sound  of  U,  like  the  short  close  sound 
of  O,  (u  or  Li,)  as  in  pzdl,  fz«ll,  pwsh,  cifckoo, 
wolf,  book,  good,  foot,  wo?dd. 

FmII  many  a  flower  is  born  to  blush  unreen. 

20.  The  sound  of  U  preceded  bj  r,  like  the 
long  close  sound  of  o,  (oo  or  u.)  as  in  Yu\e,  true, 
nide,  brm'se,  groi^p. 

The  true  man  loves  the  golden  r«le. 

.     21.    The  sound  of  01,  as  in  so/1,  oil,  voice 
hoy,  joys. 

Ambition  scoffs  at  useful  toil  and  homely  joys. 

22.  The  sound  of  OU,  as  in  out,  ro?aid,  lowd, 
bo?aid,  voiv,  now. 

Faith  looks  beyond  life's  narrow  bo?/nd- 


EXERCISES    IN    ARTICULATION. 


13 


Table  I. 

Review  ^of  Vowel  Elements. 

1.  . 

.  .  a,  .  .  .  ale  .  .  .  name  .  .  late  .  . 

.  a 

2.  . 

'.  .  a,  .  .  .  bar.  .  .  car    . 

.  farm  . 

.  a 

3.  . 

.  .  ^,  .  .  .  all  .  .  .   ball  . 

.  fall   .  . 

.  aw 

4.  . 

.  .  a,  .  .  .  mat  .  .  bat    . 

.  .  man   . 

.  a 

5.  . 

.  .  a,  .  .  .  wad  .  .  wan . 

.   wash  . 

.  a 

6.  . 

.  .   ^,  .  .  .  dare  .  .  care 

.  .  fair  .  . 

s 

.   a 

.  .  ^,  .  .  .  me  ...  mete 

.  .  mere  . 

.  e 

8.  . 

.  .  e,  .  .  .  men  .  .  met  . 

.  .  let    .  . 

.  e 

9.  . 

.  .  e,  .  .  .  her  .  .  .  term 

.  .  fern     . 

.  e 

10.  . 

.  .  i,   .  .  .  ice  .  .  .  pine 

.  .  mine  . 

.  i 

11.  . 

.  .   I,   ...  in  ...  .   pin  . 

.  .  pit    .  . 

•  i 

12.  . 

..  6,  ...  no    ...  note 

.  .  ode  .  . 

.    0 

13.  . 

.  .  d,  .  .  .   move    .  do    . 

.  .   lose    . 

.    00 

14.  . 

.  .  5,  .  .  .  nor  .  .  .  for    . 

.  morn  . 

.   o 

15.  . 

..  6,  ...  on    ...  not  . 

.  odd  .  . 

.  6 

16.  . 

.  .  6,  .  '.  .  son  .  .  .  done 

.  love  ^  . 

.  u 

17.  . 

.  .  11,  ,  .  .  tube  .  .  tune 

.  Jute  .  . 

.  u 

18.  . 

.  .   u,  .  .  .  tub  .  .  .   tun  . 

•  "P    •  • 

.  li 

19.  . 

.  .  u,  .     .   pull .  .  .   full  . 

.   bush  . 

.  u 

20.  . 

.  .  u,  .  .  .  rule  .  .  .  rude 

.   true  .  . 

.    00 

21.  . 

.  .  oi,    .  .  oil .  .  .  .  join    . 

.  voice  . 

•  91 

22.  . 

.  .  ou,  .  .  out  .  .  .  loud  . 

.  bound 

.  ou 

;y  In  Table  II.,  (p.  14,)  utter  the  short  vowel;  then  the  syl- 
lable, prolonging  the  consonant  element ;  and  lastly  the  conso- 
nant element  alone. 


14  INTERMEDIATE    READER. 

Table  II. 
Exercises  on  the  Consomnt  Elements. 

23.  .  .  .  a,  iib,     b    .  .  6,  ob,     b    .  .  u,  ub,  b 

24.  ...  a,  ad,    d    .  .  o,  6d,    d    .  .  ii,  ud,  d 

25.  ...  a,  af",      f     .  .  6,  of,     f     .  .  ii,  iif,  f 

26.  .  .  .  a,  ag,    g    .  .  6,  og,    g    .  .  ii,  iig,  g 

27.  ...  a,  ak,    k    .  .  6,  ok,    k    .  .  ii,  uk,  k 

28.  ...  a,  al,      1     .  .  6,  61,     1     .  .  li,  iil,  1 

29.  ...  a,  am,    m  .  .  o,  6m,  m    .  .  ii,  iim,  m 

30.  ...  a,  an,    n    .  .  6,  6n,    n    .  .  ii,  iin,  n 

31.  ...  a,  ap,    p    .  .  6,  op,     p    .  .  ii,  iip,  p 

32.  ...  a,  ar,     r  w  .  .  6,  or,     r     .  .  ii,  iir,  r 

33.  *.  .  .  a,  as,     s     .  .  6,  6s,     s     .  .  ii,  iis,  s 

34.  ...  a,  at,     t     .  .  6,  ot,     t     .  .  ii,  iit,  t 

35.  .  .  .  a,  av,    v    .  .  6,  6v,    v    .  .  u,  uv,  v 

36.  ...  a,  az,    z     .  .  6,  6z,     z    .  .  ii,  iiz,  z 

37.  ...  a,  ang,  ng  .  .  6,  ong,  ng .  .  ii,  iing,  ng 

38.  .  .,.  a,  ash,  sh  .  .  6,  osh,  sh  .  .  u,  ush,  sh 

39.  ...  a,  ath,  tli  e) .  6,  6th,   th  .  .  ii,  iith,  th 

40.  ...  a,  ath,  th  o) .  6,  6th,  th  .  .  ii,  uth,  th 

41.  .  .  .  a,  ax,    X  w) .  6,  ox,    x    .  .  ii,  iix,  x 

42.  ...  a,  ax,    x  o) .  6,  ox,     x   .  .  ii,  iix,  x 

43.  ...  a,  azh,  zh  .  .  6,  6zh,  zh .  .  ii,  iizh,  zh 

44.  .  .  .  a,  aj,     j    («  .  6,  6j,     j    .  .  ii,  iij,  j 

45.  ...  a,  ran,  r    <:> .  6,  r6d,  r    .  .  ii,  run,  r 

(1)  r  as  in  warm.  (2)  th  as  in  thin.  (3)  th  as  in  Mis.  i4)  x 
like  ks,  as  in  fix.  (5)  x  like  gz,  as  in  exact.  (6)j  like  rf:^,  as  in 
jail.     (7)  trilled  sound  of  r 


EXERCISES    IN    ARTICULATION.  15 


EXERCISES    ON   THE   CONSONANT    COM- 
BINATIONS. 

[Let  the  pupils,  after  the  teacher,  first  utter  the  ivord 
containing  the  combination ;  next,  the  coinhination 
alone;  then  alternately  a  icord  and  a  combination  ;  and 
finally  the  sentence  illustrating  the  combination,  solely 
with  reference  to  distinct  articulation  of  the  same.] 

46.  LD  ;  m\ld,  field,  gold,  old,  smiled,  child. 

Be  as  a  child  in  meek  simplicity. 

47.  LDZ  ;  wilds,  fields,  yields,  folds,  gilds. 

Drowsy  tinklings  lull  the  distant  folds. 

48.  LF  ;  self,  wolf,  shelf,  gulf  sylph,  elf. 

Know  then  thyself,  enough   for  man  to 
know. 

49.  LFS  ;  gulfs,  sylphs,  wolf^s,  elfh. 

Fearless  he  entered  the  wo {/"'s  dreary  cave. 

50.  LK ;  elk,  imlk,  silk,  hulk,  hulk. 

Blithely  the  tripping  mi/A^maid  sings. 

51.  LKS  ;  elks,  silks,  milks,  hulks,  hulks. 

The  crawling  worm  our  silks  bestows. 

52.  LM  ;  elm,  veahn,  him,  overwhelm. 

Behold  yon  row  of  lofty  eZwi-trees. 

53.  LMS  ;  elms,  realms,  films,  overwhelms. 

Films,  slow  gathering,  dim  the  sight. 

54.  LP  ;  Tpulp,  whelp,  scalp,  help,  kelp. 

Let  no  one  ask  in  vain  for  he^. 


16  INTERMEDIATE    READER. 

55.  LPS;  ■ixlps,  sc'dlps,  whelps,  helps,  kelps. 

The  Alps  lift  on  high  their  snowy  scalps. 

56.  LPT;  scalped,  helped,  yelped. 

Virtue  helped  him  to  a  desirable  station. 

57.  LDZH  ;  hilge,  indulge,  bulge,  divulge. 

Indu/^'-e  no  useless,  idle  wish. 

58.  LS  ;  false,  else,  pu/^e^,  impu/se,  convulse 

The  languid  pulse  beats  wearily. 

59.  LST. ;  ruPst,  HWst,  lolPst,  convulsed. 

Thou  hWst  existence  with  Thyself  alone. 

60.  LT ;  melt,  wilt,  holt,  guilt,  shalt,  fault. 

Misery  is  ever  wed  to  guiZ^. 

61.  LTS  ;  holts,  melts,  faults,  tumu//5,  sti/^5. 

Repel  the  assauZ^s  of  discontent  and  doubt. 

62.  LTH  ;  wea///i,  health,  stealth,  filth. 

Temperance  is  the  poor  man's  wealth. 

63.  LV ;  twelve,  valve,  solve,  revolve,  involve. 

Fix  thy  firm  resolve,  wisdom  to  seek. 

64.  LVZ  ;  valves,  wolves,  revolves,  themselves 

Slan  resolves,  and  re-reso/^•es,  yet  dies  the 
same. 

65.  LZ ;  boi/5,  toi/5,  rules,  fools,  ange/5,  halts. 

Fools  will  rush  in   where  ange/5  fear  to 
tread. 

66.  MD  ;  named,  seemed,  doomed,  illumed. 

Let  us  keep  the  soul  emhabncd  in  living 
virtue. 


EXERCISES    IN    ARTICULATION.  1''' 

67.  MF  ;  nymph,  lymph,  trmmph. 

These  times  to  Europe's  fate  will  set  the 
tv'mmph  seal. 

68.  MFS  ;  wymphs,  triumphs. 

\Yhat    are    man's    trhwiphs   when    they 
brightest  seem  ? 

69.  MP ;  [lomp,  lamp,  lump,  swamp,  tramp. 

How  poor  earth's  pomp  with  heaven  com- 
pared ! 

70.  MT  ;  prompt,  contempt,  stamped,  ipumped. 

Be  ever  ^prompt  to  answer  duty's  call. 

71.  MTS  ;  tempts,  -prompts,  attempts. 

All  attempts  to  do  right  are  rewarded. 

72.  MZ  ;  gems,  plu?«5,  comes,  tombs,  names. 

The  place  seems  hallowed  by  the  deeds  of 
other  times. 

73.  ND  ;  end,  land,  hound,  stunned,  twined. 

With  heart  a?icrha«c?  I  will  by  thee  stanc?. 

74.  NDZ  ;  ends,  la^ids,  sounds,  rmnds,  honds. 

The  rivulet  se7ids  forth  glad  soi\7ids. 
lb.   NDST  ;  hend^st,  sendht,  ioundht,  rmnd'^st. 
In    a  sevenfold   twine    thou   hencfst   thy 
arch. 

76.    NG  *  ;  ^ong,  ring,  sang,  ragmg,  painti??^. 
Those  solemn  tones  are  nnging  in  my  ear. 

*  n  has  a  ringing  sound  before  g  and  k. 

9  * 


18  INTERMEDIATE    READEK. 

77.   NGD  ;  wvonged,  winged,  ihronged. 

The  snowy-w'uiged  plover  skims  over  the 
deep. 

78    NGZ  ;  songs,  {angs,  i-'mgs,  blessings. 

Peace   scatters  blessiw^s  from   her   dewy 
wings. 

79.  NGST  ;  fmght,  wrongest,  s'mg^st,  amoiigst. 

Thine  is  a  strain  to  read  amow^s^  the  hills. 

80.  NGTH  ;  stvength,  length. 

Like  a  wounded  snake  it  drags  its  slow 
length  along. 

81.  NGK*;    vahk,  drink,  hank,  think. 

.  Fruits  were  his  food,  his  drink  the  crystal 
well. 

82.  NGKS  ;  ratiks,  drinks,  lynx,  pranks. 

He  stood  on    the    hanks   of   the    mighty 
river, 

83.  NGKST  ;  raiik^  drink'st,  think^st. 

O,  deeper  than  thou  thi7ik'st,  I  have  read 
thy  heart. 

84.  NGKT ;  ranked,  preciwc^,  winked,  linked. 

God  must  be  thti7iked,  from  whom  all  bless- 
ings flow. 

85.  NDZH  ;  hinge,  range,  cringe,  revenge. 

But  with  a  frown,  Reve7if  e,  impatient,  rose 

*  n  has  a  ringing  sound  before  g  and  k. 


EXERCISES    IN    ARTICULATION.  19 

86.  NDZHD  ;  changed,  hinged,  revenged. 

The  pine  is  fringed  with  a  softer  green. 

87.  NS  ;  sense,  incense,  defence,  glance. 

The  fire-flies  glaiice  through  the  myrtle 
boughs. 

88.  NST  ;  canst,  against,  own^st,  incensed. 

No  more  shall  nation  rise  agaiyis^  nation. 

89.  NT ;  tent,  aunt,  vant,  mint,  went,  fwnt. 

A  twilight  gloom  pervades  the  distant  hills. 

90.  NTS  ;  tents,  awits,  rants,  events,  wants. 

Be  wise  as  serpents  and- harmless  as  doves. 

91.  NTSH  ;  bench,  launch,  flinc/i,  avalaiiche. 

Now,  lau7ic/i  the  boat  upon  the  wave. 

92.  NTH ;  tenth,  month,  ninth,  labyrinth. 

A  l^hyiinth  of  ruins,  Babylon  spreads  over 
the  blasted  plain. 

93.  NTHS  ;  tenths,  months,  ninths,  hyacinths. 

Days,  months,  and  years  glide  swiftly  by. 

94.  NTST  ;  wanfst,  haun^'5^,  ranfst. 

Why  hawifst  thou  the  land  where  thy 
kindred  sleep  ? 

95.  NZ  ;  lews,  means,  vanes,  remains,  wins. 

Slow  and  steady  always  wins  the  race. 

96.  RB  ;  orb,  garb,  curb,  absorb,  verb,  herb. 

Curb,  O,  curb  thy  headlong  speed. 


20  inTermkuiatk  reader. 

97.  RBD  ;  orbed,  curbed,  absorbed,  disturbed. 

The  lake  is  garbed  in  sunless  majesty. 

98.  RBZ  ;  orbs,  curbs,  xerbs,  distur65. 

Not  a  breath  disturbs  the  deep  serene. 

99.  RD ;  bird,  cord,  absurd?,  reward/,  word. 

Giiar<^  well  thy  sail  from  passion's  sudden 
blasts. 

100.  P\.DZ  ;  bi;Y/5,  hards,  rewards,  herds,  cords. 

Such  silver  cords  to  earth  have  bound  me. 

101.  RF  ;  turf,  wharf,  scarf,  dwarf,  surf. 

Green  be  the  tur/"  above  thy  grave. 

102.  RFS  ;  turfs,  scarfs,  dwarfs,  serfs. 

Dwarfs  shall  then  to  giants  grow. 

103.  RDZH  ;  laro-e,  verge,  charge,  enlarge. 

La7'ge  \vas  his  recompense,  his  soul  sincere. 

104.  RDZHD  ;  urged,  charged,  diverged. 

Not  a  soldier  discha?'^ec?  his  farewell  shot. 

105.  RK;  ark,  lark,  embark,  monaixh,  work. 

Rise  with  the  lar^',  and  with  the  lark  to 
bed. 

106.  RKS  ;  marks,  embarks,  d\rks,  luj'ks. 

Celestial  mercy  lurks   below  that    pure 
serenity  of  brow, 

107.  RKST  ;  mark^st,  work^st,  embaryst. 

Mark^st    thou,  my    son,  yon    woodsman 
gray  ? 


EXERCISES    IN    ARTICULATION.  21 

108.  RKT;  nrarked^lurked,  embarked,  corked. 

For  this  he  \vorked  the  livelong  day. 

109.  RL  ;  pear/,  gir/,  snarl,  whir/pool,  curl. 

There's  not  a  breath   tlie   blue   wave  to 
curl.  m 

110.  RLD;  world,  curled,  gncxrled,  unfurled. 

A  gilded  insect  to  the  worM  he  seemed. 

111.  RLZ  ;  pear/5,  cur/5,  whir/5,  snar/5,  gir/5. 

How  glitter  the  pea?-Zs  of  the  dewy  night ! 

112.  RLST;  cur/'s^,  whir/'s/,  fur/'5^,  siiar/'s^. 

There  thou  unfurrst  thy  joyous  wings.  . 

113.  RM  ;  arm,  warm,  charwi,  storm,  alan?L 

Hast  thou  a  charm,  to  stay  the  morning 
star  ? 

114.  RMD  ;  armed,  harmed,  a\armed,^tormed. 

Armed,  say  you  ?  Krmed,  my  lord. 

115.  RMZ  ;  arms,  worms,  forms,  charms. 

The  sudy  stor?ns  are  softened  into  joy. 

116.  RN  ;  morn,  urn,  bonze,  learning,  scon?. 

Morn  on  the  waters  —  the  joyous  deep  : 

117.  RISID;  hurned,  warned,  discerned. 

Proudly  they  spurwet/  the  gilded  yoke. 

118.  RNZ  ;  mor«5,  uni5,  caverw.5,  scorw.s. 

On  the  golden   wave    the   sunset  burjn 
afar. 


22  INTERMEDIATE    READER. 

119.  UP;  harp,  warp,  uaurp,  sharp,  carp. 

In  Jiidah's  hall  the  harp  is  hushed. 

120.  RPS;  harp5,  warps,  usurps,  carps. 

They  tune  their  harps  to  songs  divine. 

121.  RPT  ;  \^rped,  usurped,  carped,  harped. 

War  hath  nsu.yed  the  peaceful  land. 

122.  RS  ;  purse,  scarce,  horse,  fierce,  nurse. 

A  horse !    a  horse .'    my  kingdom  for  a 
horse  f 

123.  RST  ;  firs^,  wors^,  hurst,  cursed j  pierced. 

There  came  a  hnrst  of  thunder  sound. 

124.  RT ;  ar^,  port,  heart,  impart,  report. 

Act  well  your  pari  —  there  all  the  honor 
lies. 

125.  RTS  ;  for^s,  starts,  flirts,  cowts,  aiis. 

Things  are  not  always  done  by  starts. 

126.  RTH  ;  ear^^,  north,  worth,  hearth,  mirth. 

Pay  no  moment,  but  in.  purchase  of  its 
worth. 

127.  RTSH  ;  march,  porch,  arch,  search. 

In  searc/t  of  happiness  we  onward  rush. 

128.  ffV ;  nerve,  curve,  stari'e,  deserve,  swert^e. 

•  Strain  every  neri?e  the  goal  to  gain. 

129.  RVD  ;  served,  starved,  curved,  preserved. 

He  never  swerved  from  the  path  of  duty 


EXERCISES    IN    ARTICULATION.  23 

1 30.  RVZ  ;  nerves,  deserves,  curves,  starves. 

No  monumental  stone  preserves  his  name 

131.  RV^T ;  curv''st,  iiTeserv''st,  starvht. 

I  thank  thee  for  that  word  :   thou  newest 
my  arm.  ^ 

132.  RZ  ;  bars,  wars,  iires,  tears,  snuffers. 

The  wide  earth  bears  no  nobler  heart. 

133.  ED  ;  probed,  ebbed,  stabbed,  robed. 

The   glow   has   ebbed  from  his   hollow 
cheek. 

134.  BZ  ;  we5s,  tribes,  shru6s,  ro&es,  ebbs. 

Arrayed  in  ro6es  the  priesthood  stand. 

135.  DZH  ;  edge,  privileo-e,  imao-e,  wedge. 

0  for  a  lodge  in  some  vast  wilderness  ! 

136.  DZHD  ;  hedged,  judged,  ipresag^d. 

Their  winglets  are  hedged  in  the  sun's 
hot  rays. 

137.  DST;  didst,  hadst,  ami^s^,  treaof's^. 

1  stand  in  the  mic?s^  of  your  merry  ring. 

138.  DTH  ;  w'ulth,  breadth,  hundredth. 

The  width  of  the  stream  dismayed  us. 

139.  DTHS  ;  breadths,  widths,  hundre«?^As, 

Four  hreadths   of  carpet  will  cover  the 
floor. 

140.  DZ  ;  buds,  weeds,  adze,  abodes,  shades. 

These  shac?es  are  the  aboc?es  of  innocence. 


24  INTERMKDIATE     HEADER. 

141.    FS  ;  whi^,  fifes,  \\fe''s,  lau^/t6-,  gne/5. 

Grie/'s  dark  cloud  may  over  us  roll. 
S42.    FST  ;  scoff' st,  \mff'st,  \augh\sl 

Ha !  laugh^st  thou,  Lochiel,  my  vision  to 

scorn  ? 

143.    FT;  oft,  wa/?,  hughed,  draught,  doffed. 

Oft  from  apparent  ill  our  blessings  rise. 

*144.    FTS  ;  rafts,  draughts,  ^ifts,  tuffs,  Yfts. 

Death  lifts  the  veil  that  hides  a  brighter 
sphere. 

145.  GD  ;  hegged,  leagued,  bragged,  wagged. 

The    very   elements    are    leagued   with 
death. 

146.  GZ  ;  lo^5,  rogues,  digs,  T^lagues,  hegs. 

Let  these  young  vogues  be  sent  to  bed. 

147.  GrBT ;  hegg'st,  digg'^st,  lagg''st,  dragg'st. 

Thou  beo-o-'s^  in  vain  ;  no  pity  melts  his 
heart. 

148.  KS  ;  oaks,  siicks,  lakes,  relics,  si.r,  axe. 

Ye  mouldering  relics  of  departed  years  ! 

149.  KST ;  nea;^,  mixed,  wak'st,  s])eak'st. 

Many  a  holy  te.r^  around  she  strews. 

150.  KT  ;  sect,  locked,  baked,  prosped,  act. 

Each  season  looktd  delightful  as  it  passed 

151.  KTS  ;  acts,  respects,  objects,  directs. 

Thy  lucid    ray  direr/s  my  thoughts  on 
hi  ah. 


EXERCISES    IN    ARTICULATION.  25 

152.  SK  ;  skill,  .task,  scan,  scheme,  casque. 

His  casque  is  circled  by  an  ivy  wreath. 

153.  SKS  ;  desks,  mosques,  risks,  tasks,  asks. 

The  scorpion  basks  in  palace  courts. 
]  54.    SKT ;  asked,  v'lsked,  basked',  masJced. 
He  risked  his  life  to  save  the  child; 

155.  SP  ;  span,  speed,  wasp,  lisp,  gra.sp. 

The  stubble  land  was  crisp  with  frost. 

156.  SPT  ;  lisped,  grasped,  clasped. 

Pope  lisped  in  numbers,  for  the  numbers 
came. 

157.  ST  ;  5/and,  stoj),  hast,  hest,  noticed. 

/S'fend !    the    ground 's    your    own,   my 
braves. 

158.  STS ;  lists,  coasts,  tastes,  beasts,  crests. 

The  sounding  darts  in  iron  tempests  flew. 

159.  THD* ;  brea^^e^,  soothed,  bathed. 

His  manly  lip  was  wreathed  with  smiles. 

1 60.  THZ*  ;  baJhes,  tithes,  ])aths,  writhes. 

The  paths  of  glory  lead  but  to  the  grave. 

.161.    TSH  ;  charm,  choose,  rich,  catch,  touch 

Youth  is  not  rich  in  time  ;   it  may  be 
poor. 

162.    TS  ;  ha^5,  notes,  s^ots,  fluke's,  wri^e5. 

The  fluke's  soft  no^es  fall  gently  on  the* 
ear. 

*  See  §  40. 


2G  INTERMEDIATE    READER. 

1 63.    VD  ;  waved,  leproi;^^,  \Qved,  saved. 

Hope,  enchanted,  waved  her  golden  hair. 
164.-  VZ  ;  waves,  Vives,  groves,  leaves,  loves. 
.     The  groves  were  God's  first  temples. 

165.  VST;  mov^st,  rav^st,  lov^st,  le^vov^st. 

Weigh  well   thy  words  ere  thou    giv's/ 
them  breath. 

166.  ZD  ;  gazed,  raised,  prized,  exposed. 

Thus   disguise^/,    I   traversed  my  native 
hills. 

167.  BL  ;  6/iiid,  noble,  6/emish,  bub6/e. 

How  blessings  brighten  as  they  take  their 
flight ! 

168.  BLD  ;  fabled,  doubled,  hobbled,  garbled 

'Tis  but  the  fabled  landscape  of  a  lay.     . 

169.  BLZ  ;  warbles,  troubles,  nobles,  ipehbles. 

The  lark  there  warbles  his  heaven-tuned 

lay. 

170.  DL  ;  handle,  cradle,  saddle,  kindle. 

It  would  not  pay  for  cancZ/c-light. 

171.  DLD ;  kindled,  saddled,  ladled,  cradle( 

His  days  are  dwindled  to   the    shorten 
span, 

172.  DLZ  ;  hundles,  ipaddles,  ladles,  candles 

The  Indian  padc?/es  his  light  canoe. 


EXERCISES    IN    ARTICULATION.  27 

173.  FL  ;  y2ame,j^ight,  tri/2<?,  baffle,  scuifle 

This  world  is  all  a  Meeting  shoAV. 

174.  FLD  ;  muffled,  baffled,  mffled,  infled. 

He  shufjled  along  with  slip-shod  pace. 

175.  FLZ  ;  vifles,  viiffles,  baffles,  shuffles. 

Not  to  know  some  tribes  is  a  praise. 

176.  GL  ;  glove,  eagle,  struggle,  gloom. 

From  thicket  to  thicket  the  ano-Zer  ^Mes. 

177.  GLD  ;  Jino-/e^,  mangled,  struggled. 

We  gazed  on  the  s^pangled  canopy. 

178.  GLZ  ;  eagles,  juggles,  spangles,  shmgles. 

There  the  wild  foxes  howl  and  the  eagles 
cry. 

179.  KL  ;  cling,  wnnA;/e,  c/iff,  circle,  chloride. 

The  sea-gems  spar/cZe  in  the  depths  be- 
low. 

1 80.  KLD  ;  sparA;/e^,  chronicled,  wrinkled. 

Grim-visaged   War    hath    smoothed   his 
wrinkled  front. 

181.  KLZ  ;  sparkles,  circles,  uncles,  twinkles. 

It  spaxkles  like  a  gem  of  the  starry  sky. 

182.  PL  ;  plume,  plan,  purple,  people,  ripple. 

The    jjfoughman   homeward    ^Zods    his 
weary  way. 

183.  PLD  ;  dimpled,  dappled,  trampled. 

His  dust  lies  irampled   in  the   noiseless 
ground. 


28  INTERMEDIATE    READER. 

1 84.  P.LZ  ;  temples,  nipples,  dimples,  rip/:>/e5. 

Old  Age  has  on  his  temples  shed  her  silver 
frost. 

185.  PLST  ;  trampPst,  nppPst,  scrupPst. 

Thou   trampl^st  in  scorn  on    the    lowly 
flower. 

186.  SL  ;  5/ime,  s/eep,  muscle,  whi.s^/e,  5/ope. 

aS'Zow  tolls  the  village  clock  the  drowsy 
hour. 

187.  SLZ  ;  hiistles,  muscles,  whistles. 

The  grass  rustics  drearily  over  his  urn. 

188.  SLD  ;  whistled,  nestled,  rustled,  wrestled. 

He' whistled  a  tune  as  he  strode  the  fields 
along. 

1 89.  SM  ;  S7ni\e,  smoke,  smooth,  small. 

A  fresher  green  the  s??iiling  leaves  dis- 
play. 

190.  SN  ;  snow,  sneer,  lessen,  person,  listen. 

How  soft  the  moonlight  falls  upon  the 
sjiow  ! 

19L    SNZ  ;  glistens,  hastens,  lessens,  listens. 

How  the   eye  of  Beauty  glisteris,  when 
music  aAvakcs  her  inmost  soul ! 

192.    SND ;  les5e?ie^,  glistened,  hastened. 

He  liste7ied  to  the  music  of  the  spheres. 


EXERCISES    IN    ARTICULATION.  29 

193.  TL  ;  title,  h^ttle,  gentle,  startle,  little. 

Round  me  the  smoke  and  shouts  of  bat 
tie  roll. 

194.  TLD  ;  titled,  startled,  rattled,  iprattled. 

He  prattled  in  accents  void  of  guile. 

195.  TLZ  ;  mantles,  kettles,  battles,  titles. 

The  warm  blood  man^Zes  on  his  cheek. 

196.  VL  ;  evil,  shovel,  grovel,  swivel.  ' 

Our  hopes  still  grovel  in  this  dark  sojourn. 

197.  VLZ  ;  evils,  shovels,  shrivels,  grovels. 

So  shriz;eZs  the  leaf  in  the  autumn  blast. 

198.  ZL ;  ])uzzle,  dazzle,  niistletoe,  hazel. 

The  mistletoe  bough  yet  hangs  in   the 
hall. 

1 99.  ZLD  ;  pdzzled,  dazzled,  drizzled. 

My  eyes  are  dazzled  with  rustling  flame. 

200.  ZLZ  ;  ])[izzles,  dazzles,  driz2:/e5. 

The   lawyer    sage    still    i^uzzles   o'er   a 
doubt. 

201.  ZN  ;  prison,  crimso7i,  frozen,  hrazen. 

He  sinks  exhausted  on  the  froze?!  ground. 

202.  ZNZ  ;  -prisons,  seasons,  hiazons,  Teason''s. 

Once  more  the  ice  imprisojzs  thy  proud 
ti(k. 
3* 


30  INTEHMEDIATR    IlEADEIl, 

203.  BR ;  bnive,  bride,  emfcroil,  breathe. 

Ocean's  broad  67-east   was  covered   with 
his  fleet. 

204.  DR  ;  drive,  dress,  dre'dmer,  kindred. 

True  wit  is  nature,  to  advantage  (Zressed. 

205.  FR  ;  frame,  aj^aid,  re/resh,j^enzy. 

Labor  is  but  re/;'eshment  from  repose. 

206.  GR  ;  ^rind,  grace,  engrave,  groves. 

The  proves  of  Eden  yet  look  ^reen  in 
song.  • 

207.  KR ;  ^raken,  crime,  across,  crown. 

Uneasy  lies  the  head  that  wears  a  crown. 

208.  PR  ;  prompt,  j?raise,  reproof,  imprint. 

Those  best  can  bear  rejoroof  who  merit 
jpraise. 

209.  THR ;  thrice,  enthrone,  three,  thraldom. 

He  is  thrice  armed  that  hath  his  quarrel 
just. 

210  SHR  ;  5/irine,  shruh,  shriek,  shrouds. 

How  Freedom  shrieked  when  Kosciusko 
fell. 

21 1  SKR  ;  scream,  scrawl,  scrape,  scroll. 

The  sea-bird's  wild  scream  is  heard  afar. 

212  SPR  ;  spring,  spray,  spread,  sprightly. 

In  *S^nng's  footsteps  sp^-ang  herbage  and 
flowers.  • 


EXERCISES    IN    ARTICULATION.  31 

213.  STR;  stride,  mmstrel,  stretch,  stream. 

They  have  s^rown  the  dust  on  the  sunny 
brow. 

214.  SF  ;  sphere,  spheroid,  sphevicdl,  sphinx. 

To  whom  should  we  assign  the  sja/iinx's 
fame  ? 

215.  TR ;  tribe,  treble,  entreat,  /roop,  traitor. 

True  as  the  steel  of  their  tried  blades. 


[Pupils  should  be  required  to  utter  the  preceding  com- 
binations distinctly,  and  with  force  and  clearness.  By  a 
daily  gymnastic  exercise  of  the  voice  in  this  manner, 
purity  of  enunciation  can  be  attained  by  all.  This  is  so 
essential  to  good  reading  and  speaking,  that  there  can  be 
no  excuse  for  the  neglect  of  it.  Let  the  class  enunciate 
one  page  of  the  preceding  exercises  every  day  before  the 
usual  course  of  reading.] 


EXERCISES    ON    DIFFICULT   COMBINATIONS 
OF    WORDS. 

216.  Great  care  must  be  used  to  avoid  run- 
ning words  together,  so  as  to  blend  the  closing 
sound  of  one  word  with  the  initial  sound  of 
the  succeeding  word.  This  is  often  the  case 
when  the  two  sounds  arc  similar.  Sometimes 
the  closing  element  is  wholly  or  partly  trans- 
ferred to  the  succeeding  word.     This  error  may 


32  INTERMKBIATE    READER. 

be  remedied  by  making  a  slight  pause,  to  com- 
plete the  closing  element,  before  the  organs  are 
placed  in  position  for  uttering  the  initial  sound 
of  the  next  word.  Thus  we  should  stop  to 
complete  the  d  in 

Sad  angler, 
that  it  may  not  appear  to  belong  to  the  word 
angler,  as  if  written 

Sad  dangler. 
Same  arrow.  Say  marrow. 

The  same  arrow.  The  same  marrow. 

He  can  gain  either.  He  can  gain  neither. 

Goodness   enters  in   the    Goodness  centres  in  the 
heart.  heart. 

217.  Between  two  words,  the  fii'st  of  which 
ends,  and  the  second  begins,  with  the  same 
sound,  there  must  be  a  slight  stop,  otherwise 
the  element  cannot  be  twice  uttered ;  as. 

Mad  dog,  Wild  deef,  Brief  fatality, 

Big  goose,  Black  cat,  Thick  cane, 

Call  loudly,  The  same  man.  When  near. 

Ripe  peaches,  Poor  rover.  This  seer. 

218.  When  the  closins  element  is  a  vowel 
sound,  and  the  next  word  begins  with  a  conso 
nant,  there  is  less  difficulty. 

He  could  pay  nobody, 
can  easily  be  uttered  so  as  not  to  be  mistaken 

He  could  pain  nobody. 


EXERCISES    IN    ARTICULATION.  33 

It  requires  more  care  to  utter 

He  could  pain  nobody, 
so  that  it  may  not  be  mistaken  for 

He  could  pay  nobody. 

His  cry  moved  me. 
His  crime  moved  me. 

He  will  pray  to  any  body. 
He  will  prate  to  any  body. 

The  row  proved  long. 
The  rope  proved  long. 

The  tea  refused  to  flow. 
The  tear  refused  to  flow. 

One  morn  I  missed  him  on  the  accustomed  hill. 
Avoid  mist  tim. 

There  was  a  tear  in  her  eye. 
Avoid,  tear  rinncr  rye. 

Whence  and  what  art  thou  ? 
Avoid  lolien  sand. 

Beyond  his  limits  straj'^ed. 
Avoid  limit  strayed. 
Complete  the  ts  before  you  begin  st. 

He  went  to  Boston. 
Complete  t  in  icent  before  you  sound  the  t  in  to 

I  could  not  understand  him. . 
Avoid  undcrstan  dim. 

I  do  not  think  he  will  want  you. 
Avoid  wan  tshu. 


34  INTEHMEDIATE    KKAUEU 

These  faw  instances  will  suffice  to  direct  the 
attention  of  the  teacher  to  this  subject.  Care 
must  be  taken  to  point  out  similar  errors  wiien- 
ever  they  occur.  It  would  be  inconsistent  with 
the  design  of  this  book  to  enlarge  upon  this 
topic,  or  to  multiply  examples. 


INFLECTIONS   OR   SLIDES. 

219.  There  are  two  inflections  of  the  voice  , 
one  is  called  the  rising,  the  other  the  falling, 
inflection. 

220.  The  rising  inflection  shows  that  the 
sense  or  meaning  of  the  sentence  is  suspended ; 

as, 

The  sea-bird's  Avild  scream' — 

221.  The  falling  inflection  shows  that  the 
sense  is  completed  ;  as, 

The  sea-bird's  wild  scream  is  heard  afarV 

222.  In  deliberately  counting  six,  the  fu'st 
five  numbers  would  be  uttered  with  the  rising, 
and  the  last  with  the  falling,  inflection  ;  as, 

One',  two',  three',  four',  five',  six\ 
'    223.    The  numbers  one,  two,  three,  four,  have 
the  rising  inflection  because  they  denote  contin- 
uation ;  but  it  is  only  the  slight  elevation  of  the 


EXERCISES    IN    ARTICULATION.  35 

voice,  implying  suspension.  The  number  jive 
receives  a  ereater  elevation  of  the  voice,  not 
only  to  show  continuation,  but  also  that  the 
next  number,  six,  completes  the  counting.  Six 
receives  the  falling  inflection,  because  it  shows 
that  the  numbers  to  be  counted  are  completed. 
224.    Take  the  vowels  in  the  same  manner : 

a/,   e',    \' ,    o^,   u\ 
Aim',  feel',  time',  note',  tuneV 
Grandeur',  strength',  and  power'  are  here  com- 
binedV 

a',  eV 

a',  e',  i\ 

a',  e',  i',    o\ 

a',  e',  i',    o',    ii'. 


Exercises  on  Infiections. 

Did  you  go  home'?     I  did\ 
Did  you  see  John'?     I  did  not\ 
Did  you  say  A^lliam',  or  WilliamV^ 
Did  you  say  seven',  or  seven^? 
I  did  not  say  nine',  but  nineV 
They,  did  not  see  two',  but  threeV 
I  said  nine\  not  ten'. 
He  saw  three\  not  two'. 
Blessed'  are  the  poor  in  spiritV 
Blessed'  are  the  meek\ 


36  INTERMEDIATE    READER. 

And  now  abideth  faith/,  hope',  charity^;  the 
three\  but  the  greatest'of  these'  is  charity V 
Hope/,  the  charmer,  lingered  still  behindV 
I  am  lost  in  wonder',  love',  and  praise\ 
Infancy'  rises  up  to  childhood^;  childhood'  to 
youth\*  youth'  passes  to  manhood^-  manhood',  to 
old  agc^;  and  old'  age',  to  the  graveV 
How  will  he  be  able  to  find  me^? 
Will  John  ever  find  his  book'? 

225.  Questions  beginning  with  a  verb  re- 
qune  the  rising  inflection,  if  they  can  be  an- 
swered by  yes  or  no ;  the  answers  take  the 
falling  inflection. 

Did  he  say  all'?     YesV 

Has  he  spoken  wisely'?     NoV 

Did  you  walk  alone'?     Yes\      ^ 

Are  you  sure'  of  it?     No\ 

Can  you  understand'  me  ?     No^ . 

Did  he  speak  accurately'  ?. 

He  spoke  accurately \ 

Is  it  lawful  to  do  good'? 

It  is  lawful  to  do  goodV 

Are  you  sure'  ff  it  ? 

I  am  sm-e^  of  it. 

226.  Questions  made  by  iniermgative  pro- 
nouns or  adverbs,  take  the  rising  inflection  on 
the  interrogative  word,  but  end  with  the  falling 
inflection.  Such  questions  do  not  admit  yes  or 
no  for  an  answer. 


EXERCISES    IN    ARTICULATION.  37 

Why'  do  you  treat  me  so  unkindly^? 
Where'  is  the  lesson  to-day ^? 
Who'  rang  the  bell^? 
Who'  hath  beUeved  our  report^? 
When'  do  you  expect  your  brother^? 
Whose'  horse  did  you  ride^? 
Wherefore'  are  you  sad  to-day^? 
How'  can  I  get  at  the  truth V 
What'  have  you  done  with  the  bookV 

227.  In  a  sentence  consisting  of  two  clauses, 
one  of  which  is  dependent,  the  first  clause 
generally  ends  with  the  rising,  the  last  with 
the  falling,  inflection. 

If  he  was  not  sustained  by  hope',  no  man  could  * 
endure  life\ 

I  believe  him  implicitly',  because  he  never  yet 
deceived^  me. 

Because  he  never  yet  deceived'  me,  I  believe 
him  implicitly \ 

Man  is  so  constituted',  that  labor  is  its  own  re- 
ward' . 

228.  The  subject  of  a  Sentence  generally  re- 
quires a  slight  rising  slide,  with  a  short  pause 
after  the  elevation. 

Virtue^  is  its  own  reward. 

While  hope'  remains,  there  can  be  no  positive 
misery  V 

A  man  of  sense'  will  avoid  such  folly\ 
.      .  4 


38  INTKKMEDIATK     HEADER. 

The  pleasures  of  the  world  to  come^  are   eter- 
nal V 

The  king  of  France'  fell  as  the  fool  falleth. 

The  boy's  lesson',  however  it  may  be  recited, 
was  studied  faithfully  V 


EMPHASIS. 

229.  Some  words  require  to  be  uttered  in  a 
different  manner  from  the  other  words  in  a  sen- 
tence, to  make  the  sense  more  plain  to  the 
hearer,  to  show  some  peculiarity  of  meaning  in 
the  author,  and  to  give  life  and  spirit  to  what 
is  written.  * 

230.  This  peculiarity  is  made  known  to  the 
hearer  by  uttering  such  words  abruptly,  in  a 
different  tone,  with  varied  stress,  with  a  pro- 
longed sound,  or  with  a  strong  rising  or  falling 
inflection.     This  is  called  emphasis. 

231.  The  importance  of  placing  emphasis 
upon  the  right  word,  to  convey  the  sense  and 
spirit  of  the  author,  may  be  seen  in  the  familiar 
example, 

Do  you  ride  to  town  to-day? 

232.  If  a  man  had  just  remarked,  that  he 
should  ride  to  town  to-day,  one  who  had  heard 


EXERCISES    IN    ARTICULATION.  39 

imperfectly,  or  who  was  surprised  at  the  unex- 
pected intelhgence,  would  ask, 

Do  you  ?  or,  Do  you  ride  to  town  to-day  ? 

Ansioer.     I  really  do,  or  shall. 

233.  If  it  was  uncertain  whether  he  would 
go,  or  someone  in  his  place,  the  question  asked 
would  be, 

Do  you  ride  to  town  to-day  ? 

A7iswer.     No\-  my  brother  will  go  instead  of  me. 

234.  If  it  was  certain  the  person  would  go, 
but  the  questioner  did  not  understand  whether 
he  would  ride  or  ivcdk,  the  question  asked 
would  be. 


Do  you  7'ide  to  town  to-day  ? 
Ansiver.  •  Yes  ,  if  I  can  obtain  a  horse. 

235.  If  the  fact,  that  the  person  would  ride 
somewhere  to-day,  was  clear,  the  ptlace  would 
be  the  subject  of  inquiry,  and  this  question 
would  be  asked  — 

Do  you  ride  to  town  to-day  ? 
Answer.    YesV     Can  I  bear  any  message,  or  do 
any  errand,  for  you  there  ? 

236.  If  it  was  fully  understood  that  the  per- 
^son  was  to  ride  to  town,  but  the  time  was  not 
distinctly  heard,  the  question  would  be. 

Do  you  ride  to  town  to-day  7 

Answer.     No\  I  cannot  go  till  to-morrow 


40  INTERMEDIATE    UEADER. 

Exercises  on  Emphasis, 

When  people  are  determined  to  quarrel,  a  straw 
will  furnish  the  occasion. 

In  this  exercise,  emphasis^  is  the  subject  which 
demands  our  attention. 

A  man  of  vivid  imagination  can  Aiverse  with 
a. picture^,  and  find  an  agreeable  companion  in  a 
statue^. 

He  who  but  wishes^  to  invert  the  laws 
Of  order,  sins  against  the  Eternal  Cause. 
The  temperate  man's  pleasures  are  durable,  be- 
cause they  are  regular  ;  and  all  his  life  is  calm  and 
serene,  because  it  is  innocent.  * 

There  is  a  mean  in  all^  things.  Even  virtue  it- 
self has  its  stated  limits,  which  not  being  strictly 
observed,  it  ceases^  to  be  a  virtue. 

All  that  is  worth  a  wish,  a  thought. 
Fair  virtue  gives  unbribed,  mibought. 
Cease,  then,  on  trash^  thy  hopes  to  bind ; 
Let  nobler^  views  engage  thy  mind. 
To  purchase  heaven  has  gold^  the  power  * 
Can  gold  remove  the  tnorial'  horn*  ? 
Li  life  can  love^  be  bought  with  gold  ? 
Are  friendship'' s'  pleasures  to  be  sold  .-' 
Think  you  a  little'  din  can  daunt  my  ears  r 
Have  I  not  in  my  time  heard  lionsf  roar  ?         , 
It  is  ungenerous^  to  give  a  man  occasion  to  blush 
at  his  own  ignorance  in  one  thing,  who  may,  per- 
haps, excel  us  in  many' . 


EXERCISES    IN    ARTICULATION.  41 

Be  thou  the  first  true  merit  to  befriend  ; 

His  praise  is  lost^  who  stays  till  all^  commend. 

237.  The  Parenthesis  should  be  read  m  a 
lower  tone,  and  more  rapidly,  to  distinguish  it 
from  the  including  sentence.  All  the  paren- 
thetical woras  should  be  uttq^'ed  in  nearly  the 
same  tone,  with  a  slight  rise  of  the  voice  on  the 
last  word,  to  show  when  the  parenthesis  is  con- 
cluded. The  voice  should  then  be  raised  to  its 
former  pitch. 

Pride\  in  some  disguise  or  other',  (often  a  secret 
to  the  proud  man  himself',)  is  the  most  ordinary 
spring  of  action  among  menV 

Know,  then,  this  truth,  (enough  for  man  to 
know^ ) 

Virtue  alone  is  happiness  below. 

The  man  who  does  not  know  how  to  methodize 
his  thoughts,  has  always  (to  borrow  a  phrase  from 
the    dispensary')  a   barren   superfluity   of   words. 

His  adherents,  however,  (for  every  great  man  has 
his  adherents',)  perfectly  understood  him. 

"And  this,"  said  he,  (putting  the  remains  of  a 
crust  into  his  wallet,)  "  this  should  have  been  thy 
portion,  hadst  thou  been  alive  to  have  shared  it 
with  me." 


4* 


(  42  ) 


TO     TEACHERS 


A  NUMBER  of  words  is  selected  from  each  reading 
lesson,  and  placed  at  the  head  of  it,  that  the  class  may 
be  simultaneously  exercised  in  uttering  them  distinctly. 

They  are  words  containing  some  element,  or  combina- 
tion of  elements,  very  liable  to  be  imperfectly  enunciated, 
if  not  grossly  mispronounced.  Reference  is  made,  in 
each  instance,  by  number,  to  the  Introductory  Exercises, 
where  the  particular  element,  or  combination  of  elements, 
is  more  fully  illustrated.  By  careful  attention  to  these 
words  before  the  regular  reading  exercise,  much  time 
will  be  saved,  which  would  otherwise  have  to  be  spent  in 
correcting  individual  errors  during  the  lesson. 

Let  the  teacher  first  utter  the  icord,  and  then  the  ele- 
ment or  combination  of  elements ;  and,  after  the  teacher, 
let  the  pupils  utter  the  same  several  times,  till  it  can  be 
done  clearly  and  distinctly.  But  this  should  not  be  allow- 
ed to  supersede  the  daily  drilling  on  the  Introductory 
Exercises.  This  mechanical  part  of  reading  —  this  de- 
veloping and  training  the  vocal  organs  —  is  so  essential  to 
the  young  pupil's  success  as  a  reader  or  speaker,  that  no 
teacher  can  be  pardoned  for  disregarding  it. 


THE 


INTERMEDIATE   READER 


LESSON    I. 

Works .  . 

.  7-ks 

.  106. 

Handful  .  . 

.  nd . 

73. 

Whether  . 

.  er  . 

.  9. 

Mountain 

.  tin. 

11. 

Willow  .  . 

.  6  .  . 

.  12. 

Bends.  .  .  . 

.  ndz. 

74. 

Storm  .  .  . 

.  rm  . 

.  113. 

Meadows  . 

.  6z.  . 

.  12. 

Beneath.  . 

.  th.  . 

.40. 

Amongst  . 

.  7lgSt 

79. 

Thorns  .  . 

.  rnz. 

.  118. 

Fields 

.Idz  . 

47. 

Crimson  . 

.  zn. . 

.201. 

Warmth.  . 

.  rmth 

113 

Wonders. 

.  erz . 

.  132. 

Lesson . .  . 

.  sn.  . . 

190 

The  Works  of  God. 

Come,  let  us  walk  abroad ;  let  us  talk  of  the 
works  of  God. 

Take  up  a  handful  of  sand  ;  number  the 
grains  of  it ;  tell  them  one  by  one  into  thy 
lap.  Try  whether  thou  canst  count  the  blades 
of  grass  in  the  field,  or  the  leaves  on  the  trees. 
We  cannot  count  them  ;  they  are  innumerable  ; 
much  more  the  things  which   God  has  made. 

The  fir  growetlT  on  the  high  mountain,  and  the 
gray  willow  bends  ovgr  the  stream.     The  hop 


44  INTERMEDIATE    READER. 

lajeth  hold  with  her  tendrils,  and  claspeth  the 
tall  pole.  The  oak  hath  firm  root  in  the 
ground,  and  resisteth  the  winter  storm. 

The  iris  and  the  reed  spring  up  in  the 
marsh.  The  rich  grass  covereth  the  meadows. 
The  water  lilies  grow  beneath  the  stream ; 
their  broad  leaves  float  on  the  water.  The 
wall-flower  takes  root  in  the  hard  stone,  and 
spreads  its  fragrance  amongst  the  broken  ruins. 

Every  leaf  is  of  a  different  form ;  every 
plant^  hath  a  separate  inhabitant. 

Look  at  the  thorns  that  are  white  with  blos- 
soms, and  the  flowers  that  cover  the  fields,  and 
the  plants  that  are  trodden  in  the  green  path. 
The  hand  of  man  hath  not  planted  them ;  the 
sower  hath  not  scattered  the  seeds  from  his 
hands,  nor  the  gardener  digged  a  place  for 
them  with  his  spade. 

Some  grow  on  steep  rocks,  where  no  man 
can  climb;  .in  shaking  bogs,  and  deep  forests, 
and  desert  islands  ;  they  spring  up  every  where, 
and  cover  the  bosom  of  the  whole  earth. 

Who^  causeth  them  to  grow  every  where,  and 
bloweth  the  seeds  about  in  winds,  and  mixeth 
them  with  the  mould,  and  watereth  them  with 
soft  rains,  and  cherisheth  them  with  dews^  ? 
How^  doth  the  rose  draw  its  Crimson  from  the 
dark-brown  earth,  or  the  lilv  its  shining  white^  ? 


INTERMEDIATE    READER.  45 

How'  cau  a  small  seed  contain  a  plant\  ? 
How'  doth  every  plant  know  its  season  when 
to  put  forth ^  ? 

Every  plant  produceth  its  like. 

Who'  preserveth  them  alive  through  the 
winter,  when  the  snow  is  on  the  ground,  and 
the  sharp  frost  bites  on  the  plain^  ? 

Who'  soweth  a  small  seed,  and  a  little 
warmth  in  the  bosom  of  the  earth,  and  caus- 
eth  them  to  spring  up  afresh,  and  sap  to  rise 
through  the  hard  fibres^  ? 

The  trees  are  withered,  naked,  and  bare  ; 
they  are  like  dry  bones. #  Who'  breatheth  on 
them  with  the  breath  of  spring,  and  they  are 
covered  with  verdure,  and  the  green  leaves 
sprout  from  the  dead  wood^  ? 

Lo,  these  are  a  part  of  his  works,  and  a 
little  portion  of  his  wonders. 

There  is  little  need  that  I  should  tell  you  of 
God,  for  every  thing  speaks  of  him.  Every 
field  is  like  an  open  book ;  every  painted  flower 
hath  a  lesson  written  on  its  leaves. 

Every  murmuring  brook  hath  a  tongue  ;  a 
voice  is  in  every  whispering  wind.  They  all 
speak  of  him  who  made  them ;  they  all  tell  us 
he  is  very  good. 

We  cannot  see  God,  for  he  is  invisible  ;  but 
we  can  see  his  works,  and  worship  his  footsteps 


46  INTERMEDIATE    READER. 

in  the  green  sod.  They  that  know  the  most 
will  praise  God  the  best ;  but  which''  of  us  can 
number  half  his  works^  ?  * 


LESSON    II. 


Mother. .  . . 

.  er.  .  .  . 

.9. 

Hides.  .  . 

.dz... 

.140 

Must,  still . 

.  St.  st . 

.217. 

Words  .  . 

.  rdz  .  . 

.100. 

Perceive.  . . 

.per  .  . 

.9. 

Glanced  . 

.  nst  .  . 

.88. 

Storm 

.  rm .  .  . 

.  113. 

Withers  . 

.  erz  .  . 

.  132 

Before  .... 

.  be.  .  .  . 

.  7. 

Strength. 

.  ngth  . 

.80. 

A  Forbearing  Spirit. 

"  Mother,"  said  Alice  Sinclair,  one  day, 
"  I  will  play  no  more  with  Marian  Grey. 
She  hides  my  bonnet,  and  hides  my  books, 
And,  if  I  complain,  gives  me  scornful  looks , 
And,  if  I  am  gentle  as  I  can  be. 
It  is  just  as  bad,  for  she  laughs  at  me  " 

"Alice,  Alice,"  said  Mrs.  Sinclan, 

*'  You  must  suffer  still,  and  must  still  forbear , 

Note.  In  the  first  line,  the  words  "  said  Alice  Sinclair,  one 
day,"  should  be  uttered  more  rapidly  and  in  a  lower  tone  ;  so  in 
the  first  line  of  the  second  verse.  All  similar  instances  should 
be  read  like  a  parenthesis.     See  Ex.  236. 

*  E.X.  226. 


INTERMEDIATE    READER.  47 

Before  you  kneel  with  a  prayer  to  Heaven,     * 
Marian  Grey  must  be  first  forgiven ; 
A  frowning  angel  will  stand  in  your  path, 
If  you  let  the  sun  go  down  on  your  wrath." 

At  these  words,  the  heart  of  Alice  rebelled, 
And  the  sinful  pride  in  her  bosom  swelled. 
"  I  am  sure,"  said  she,  "  I  cannot  perceive 
Why  you  should  wish  her  to  tease  and  to  grieve, 
And  to  treat  me  as  bad  as  bad  can  be, 
If  you  had  the  least  spark  of  love  for  me." 

There  were  tears  in  the  mother's  gentle  eyes, 
As  she  glanced  for  a  moment  up  to  the  skies : 
"  Should  the  yearning  love  of  my  heart  gain 

sway, 
There  would  be  no  cloud  on  your  happy  way  ; 
But  'tis  best  you  should  meet  the  storm,"  she 

said, 
"  Though  it  bend  to  the  earth  your  fair,  young 

head. 

"  Sorrow  and  evil  may  beat  like  the  rain 

On  the  tender  growth  of  the  blossoming  grain ; 

But  mow  the  bloom,  and  it  withers  and  dies, 

And  no  harvest  ripens  for  paradise  ; 

To  whiten  the  fields  you  should  reap  above, 

I  conquer  a  coward  and  selfish  love." 


48 


INTERMEDIATE    UEADEU. 


Tliat  night,  before  Alice  retired  to  rest 

She  laid  down  her  head  on  her  mother's  breast, 

And  said  she  forgave,  as  she'd  be  forgiven 

Bj  the  mother  here  and  the  Father  in  heaven , 

And  tj^en  she  knelt  down,  and,  with  tears,  did 

pray 
For  strength  to  forbear  with  Marian  Grey. 


LESSON    III 


Forth  . 
Fields . 
Listen . 


rth 
Idz 

sn  . 


Tufts fts. .  . 

Warmth  .  .  rmth  . 
Goodness  .  ness  . 


126. 

47. 

190. 

144. 

113. 

8. 


Warbling  .  .  r 32. 

Sport rt 124. 

Ourselves  .  Iv^. .  . .  64. 
Yellow. .  .  .  ijel-lo  .  .  12. 

Every ev-cr-y  .  9. 

Better  .  .  . .  ter  ....  9. 


The  Sj)ring. 

Come,  let  us  go  forth  into  the  fields ;  let  us 
see  how  the  flowers  spring ;  let  us  listen  to  the 
warbhng  of  the  birds,  and  sport  ourselves  upon 
the  new  grass.  • 

The  winter  is  over  and  gone  ;  the  buds  come 
out  upon  the  trees,  the  pink  blossom  of  the 
peach  is  seen,  and  the  green  leaves  appear. 

The  hedges  are  bordered  with  tufts  of  prim- 
roses, and  yellow  cowslips  that  hang  down  their 


INTERMEDIATE    READER.  49 

heads,  and  the  blue  violet  lies  hid  beneath  the 
shade. 

The  young  goslings  are  running  upon  the 
green  ;  their  bodies  are  covered  with  yellow 
dovi^n.  The  geese  hiss  when  any  one  •comes 
near.  ' 

The  lambs  totter  by  the  side  of  their  moth- 
ers, and  can  hardly  support  their  own  weight. 
If  you  fall,  little  lambs,  you  will  not  be  hurt, 
for  there  is  spread  under  you  a  carpet  of  soft 
grass. 

The  butterflies  flutter  from  bush  to  bush,  and 
open  their  wings  to  the  warm  sun. 

The  young  animals  of  every  kind  are  sport- 
ing about ;  they  feel  happy ;  they  are  glad  to 
be  alive ;  they  thank  God,  who  has  made  them 
alive. 

They  thank  him  in  their  hearts,  but  we  can 
thank  him  with  our  tongues.  We  are  wiser 
than  they,  and  can  praise  him  better. 

The  birds  can  warble,  and  the  young  lambs 
can  bleat ;  but  we  can  open  our  lips  in  his 
praise ,  we  can  speak  of  all  his  goodness ; 
therefore  we  will  thank  him  for  ourselves,  and 
we  will  thank  him  for  those  that  cannot  speak. 

Trees  chat  blossom,  and  lambs  that  skip 
about,  if  you  could,  you  would  say,  "  The  Lord 
5 


50 


INTERMEDIATE    READER. 


is  good ;  "  but,  as  you  are  dumb,  we  will  say 
it  for  you. 

On  every  hill,  and  in  every  green  field,  we 
will  offer  the  sacrifice  of  thanksgiving  and  the 
incens^  of  praise,  for  you  and  for  ourselves 


LESSON    IV. 


Spend.  .  . 

.nd  .  . . 

.73. 

Summer.  . 

.  er .  . 

.9. 

Fragrant. 

.  ant.  .  . 

.89. 

Replied  . . 

.re  .  . 

.7. 

Leisure.  . 

.  lezh  .  . 

.7,43. 

Fleeting.  . 

.  ing . 

.76 

Burned. . 

.  rnd.  .  . 

.117. 

Wild  .  .  .  . 

.Id.. 

.46. 

Patient.  . 

.  sitent . 

.89. 

Roamed. . 

.  md  . 

.66. 

Cheered .  .  rd 99. 


Beneath.  . .  th  .  . .  40. 


TTie  Bee  and  the  Buiterflij. 

"  Come,  busy  Bee,"  said  Butterfly, 
"  And  spend  a  playful  hour ; 

For  cloudless  is  the  summer  sky, 
And  fragrant  every  flower." 

But,  bent  on  industry,  the  bee 
Replied,  with  serious  brow, 

"  I  cannot  leave  my  task,  you  see ; 
I'm  not  at  leisure  now. 


»  Ex.  236. 


INTERMEDIATE    READER.  61 

"  I  think  you'd  better  toil  awhile, 

To  hy  up  food  in  store ; 
For  summer  has  a  fleeting  smile, 

4nd  winter  's  at  the  door." 

"  No,  no,"  he  said  ;  *  "  while  skies  are  fair, 

I  choose  to  gad  and  play, 
And  not  distress  myself  with  care 

About  a  future  day. 

"  And  so,  wise  neighbor  Bee,  good-by." 

.  But  she,  with  thoughtful  grace, 
Scarce  turned  her  head  to  see  him  fly 
His^  wild  and  giddy  race. 

From  flower  to  flower,  from  tree  to  tree. 

She  patient  roamed  along. 
And  cheered  her  faithful  industry 

With  her  own  pleasant  song. 

But  once,  as  from  her  hive  she  sped, 

Beneath  a  frosty  sky. 
She  saw,  all  desolate  and  dead. 

The  idle  butterfly. 

*  Ex.236. 


52 


INTERMEDIATE    READER. 


LESSON    V 


Marked  .  .  .  rht. .  .  108. 
Children  .  .  drm  .  204,  8. 

Minds ndz  . .  74. 

Tempered  .  erd  . .  9,  99. 

Fruit M  ....  20. 

Apples. . .  .plz. . .  184. 
Test  to. .  .  St,  to  .217. 
Receiving,  ing. .  .  76. 


Others erz.  ...  132 

Towards to' erdz.  100 

Themselves  .  Ivz. . .  .64. 

Winter er  .  ,  .  .  9. 

Large rdzh  .  .  103 

Nothing  .  .  .  .0 16. 

World erld..  .110 

Something  . .  ing  .  .  .76. 


The  Specked  Apple. 

Mr.  Arden  had  two  daughters,  Jane  and 
Martha,  one  twelve  years  old,  and  the  other 
thirteen,  at  the  time  the  incident  we  ^re  about 
to  relate  occurred.  A  little  girl  named  Mary, 
about  the  age  of  Martha,  also  made  one  of  the 
family  of  Mr.  Arden.  She  was  the  orphan 
child  of  a  friend,  and  had  been  received  by  Mr. 
Arden,  while  quite  young,  and  treated  with  all 
the  kindness  that  marked  his  deportment 
towards  his  own  children. 

Mr.  Arden  was  a  man  who  understood  very 
well,  that  all  the  unhappiness  existing  in  the 
world  had  its  origin  in  selfishness,  and  that  the 
true  way  to  attain  happiness,  was  to  seek  the 
good  of  others.  He  often  explained  this  to  his 
children,  and  taught  them  that,  in  preferring 
one  another  in  little  as  well   as  great  things. 


INTERMEDIATE    READER. 


they  would  experience  more  real  delight  than 
in  selfishly  looking  to  their  own  gratification. 
But  this  he  found  a  very  difficult  lesson  for 
young  minds  to  learn. 

Especially  hard  did  it  seem  for  Jane  and 
Martha,  to  prefer  Mary  in  any  thing  to  them- 
selves. They  loved  her,  because  she  was  a 
gentle,  sweet-tempered  girl,  and  therefore  they 
could  not  help  loving  her.  But  they  loved 
themselves  better. 

One  day,  late  in  the  winter,  at  a  time  when 
fruit  was  scarce,  Mr.  Arden,  on  coming  home 
from  his  office,  brought  with  him  three  large, 
mellow  pippins.  They  were  intended  for  Jane, 
Martha,  and  Mary.  While  at  tea,  Mr.  Arden 
mentioned  the  fact  that  he  had  three  large 
apples  in  his  coat  pocket  for  the  girls. 

"  O,  give  me  mine  I  "    said  Jane  eagerly.* 

"  Give  me  mine,  papa,"  said  Martha. 

But  Mary  said  nothing,  although  she  looked 
pleased.  .  . 

"After  tea  you  shall  have  them,"  replied  Mr. 
Arden.  "But  let  me  tell  you  that  there  is 
something  about  these  three  apples  that  will 
test,  to  some  extent,  your  characters." 

"  How  can  that  be,  papa  ?  "  asked  Jane. 

*  Read  all  such  expressions  like  the  parenthesis.     See  Ex   236. 

5* 


54  INTEKMEI>IATE    READER. 

"  We  shall  see,"  replied  Mr.  Arden,  smiling. 

"No  doubt  they  will  test  our  love  of  apples," 
said  Martha,  who  was  a  merry  little  girl. 

"Not  the  least  doubt  of  that  in  the  world," 
said  her  father.  "  But  take  care,  Martha,  that 
in  receiving  your  apple,  you  do  not  lose  your 
appetite  for  eating  it." 

"  I  shall  if  it  is  very  sour,  or  has  a  poor 
flavor." 

"That  you  will  not  find  to  be  the  case. 
They  are  as  fine  apples  as  I  have  seen  for  a 
long  time." 

"  What  a  mystery  papa  makes  about  these 
apples  !  "  said  Jane.  "  I  am  really  impatient  to 
see  them." 

"  You  shall  both  see  and  taste  them,  dear, 
after  tea.  But  don't  forget  that  there  is  some- 
thing about  these  apples  that  is  going  to  try 
your  characters." 

After. they  had  risen  from  the  tea-table,  and 
the  tea  things  had  been  cleared  away,  Mr. 
Arden  brought  out  his  three  apples,  and  laid 
them  upon  a  plate.  They  were  indeed  tempt- 
ing to  look  upon.  They  were  nearly  equal  in 
size,  but  one  was  less  beautiful  in  shape  than 
the  others,  and  had  become  "  specked,"  or 
slightly  decayed  on  one  side  of  the  stem. 
This  defect,  though  small,  was  quite  apparent. 


INTERMEDIATE    READER. 


55 


LESSON    Yl 


Asked  . .  . 

.  skt  . . 

.  154. 

Warm  . . . 

.  r7n  .  . 

.  113. 

Moment. . 

.  ent .  . 

.8. 

Richest . . 

.  e  .  .  . 

.  8,  157 

Belonged. 

.  ngd. 

.  77. 

Tried. .  . . 

.tr..-. 

.215. 

Better ter 9. 

Her  heart.  .  her  hart . .  216. 

Specked  .  .kt 150 

Remarks  .  .  rlcs  ......  106 

Worst rst 123. 

Lesson. .  .  .  sn 190. 


The  Specked  Apple  continued. 

"  These  apples  are  very  beautiful,"  said  the 
mother,  taking  the  plate  in  her  hand  and  exam- 
ining the  fruit.  I  think  father  has  neglected 
me." 

"  O,  you  shall  have  half  of  mine,"  said 
Mary  quickly. 

"And  papa  shall  have  half  of  mine,"  said 
Martha. 

"  And  to  whom,'  then,  shall  I  give  half  of 
mine  ?  "  asked  Jane.  "  O,  I  know  ;  I  will 
divide  the  half  between  papa  and  mamma." 

"  By  which  means  we  shall  get  the  largest 
share,"  said  Mr.  Arden.  "  So,  mother,  we 
shall  not  only  fare  as  well,  but  better,  than  the 
rest." 

"  And  that  will  be  all  fair,  for  you  ought  to 
have  the  largest  portion  always,"  spoke  up 
Mary,   while    her   eyes    expressed    the   warm 


50  INTERMEDIATE    READER. 

affection  -that  was  in  her  heart  for  her  kind 
benefactors,  who^had  been  to  her  all  that  hei 
own  father  and  mother  could  possibly  have 
been. 

"Now,  Jane,"  said  Mr.  Arden,  reaching 
towards  her  the  plate  which  contained  the  fruit, 
"  take  your  apple,  dear."  Jane,  without  paus- 
ing a  moment,  took  an  apple. from  the  plate. 

"  Here,  Martha  ;  "  and  Mr.  Arden  presented 
the  plate  to  his  youngest  daughter,  who  took, 
with  a  smiling  lip  and  sparkling  eye,  the  large 
golden  apple  that  her  kind  father  had  brought 
her. 

"  They  liave  left  the  specked  apple  for  you, 
Mary,"  said  Mr.  Arden,  in  a  slightly  disap- 
pointed tone.  "  But  never  mind,  dear ;  the 
ripest  and  richest  fruit  is  the  first  to  decay.  I 
have  no  doubt  that  the  superior  flavor  of  your 
apple  will  more  than  make  up  for  its  slight 
defect." 

The  two  sisters,  who  perceived,  in  a  mo- 
ment, from  tlieir  father's  remarks,  and  the  tone 
in  which  he  spoke,  that  they  had  acted  selfishly 
in  choosing  the  best  apple  for  themselves,  and 
that  he  had  noticed  it,  immediately  oflered  to 
change  with  Mary ;  but  she  said,  with  a  pleas- 
ant smile,  — 

"  O,  no,  no ;  I  am  perfectly  satisfied  ;  I  should 


INTERMEDIATE    READER.  57 

have  taken  this  one  if  I  had«.been  offered  the 
first  choice." 

As  she  said  thi^,  she  took  a  knife  from  the 
table,  remarking,  as  she  did  so,  that  half  of  it 
belonged  to  Mrs.  Arden.  While  she  yet  spoke, 
she  pressed  the  knife  into  the  apple  ;  but  some- 
thing hard,  towards  the  centre,  prevented  the 
blade  from  going  through.  A  slight  pressure 
broke  the  apple  into  halves,  and  revealed, 
brightly  glistening  in  the  centre,  a  large  and 
elegant  diamond  ring ! 

"  Why,  papa  !  "  exclaimed  Jane,  who  under- 
stood, in  an  instant,  what  this  meaijt. 

"Jane,  we  are  justly  punished  for  our  selfish- 
ness in  taking  the  best  apples,  and  leaving 
Mary  the  worst,"  said  Martha,  the  tears  start- 
ing to  her  eyes  even  v/hile  she  made  this 
acknowledgment.  "  These  apples,  as  father 
said,  have  indeed  tried  our  characters.  But  let 
me  look  at  your  beautiful  ring,  Mary." 

Martha  took  the  ring,  and,  while  examining 
it,  perceived  that  there  was  an  inscription  on 
the  inside.  She  read  it  aloud  —  "  To  the  least 
selfish. "^^ 

"  It  is  yours  by  right,  Mary,"  said  Jane,  with 
a  generous  acknowledgment  of  what  was  daily 
seen  by  all  to  be  true  ;  "  for  you  are  the  least 
selfish  here." 


58 


INTERMEDIATE    READER. 


Mary  said  nottftng ;  but  her  eyes  were  full 
of  tears. 

"  My  children,"  said  Mr.  Arden,  "  this  is  a 
little  matter,  but  it  has  shown  you  something  of 
yourselves.'  I  am  rejoiced  to  find  that  Jane 
and  Martha  bear  their  disappointment  in  such 
a  generous  spirit ;  for  it  tells  me  that  the  lesson 
has  done  them  good." 


LESSON    VII, 


Other. .  .  .  er 9. 

Told.... /J 46. 

Strong. .  .  str 213. 

Earth erth  .  .  .J26. 


Heart. ....  hart . .  .  124. 

Mother's.  .  erz 132. 

Binds ndz.  .  . .  74. 

Home  .  .  .  .  d 12 


My  Happy  Home. 

How  much  1  love  my  happy  home  ! 

My  father  and  my  mother. 
My  little  sister,  and  myself. 

All  dearly  love  each  other. 


Though  young,  I  try  with  all  my  heart 

To  do  as  I  am  told  ;    • 
To  please  our  parents  when  we're  young 

Will  give  us  joy  when  old. 


INTERMKDIATK    ilEADEI?. 


59 


At  night,  my  sister  and  myself, 

By  mother's  side  we  kneel, 
To  thank  God,  with  our  artless  prayers, 

For  all  the  joy  we  feel. 

So  strong  the  love  that  binds  us  all, 

We  have  no  wish  to  roam  ; 
Upon  the  earth  what  place  can  be 

So  happy  as  our  home  ^ 


LESSON    VIII. 


Shepherd . .  herd 99. 

Over ver 9." 

Moment . . .  ent  8. 

Governeth  .  eni 116. 

Forth rth 126. 

Sovereign . .  suv'er-in. .  9. 

Lords rdz 100. 

Works erks 106. 


Arms rmz . 

Nurseth ers . 

Children drm 

Sceptre ter. . 

Commands.  .  .  ndz. 

Stars rz.  . 

Countenance  .  a. . . 
Follow Id  . . 


115. 
122. 

8. 

9. 

74. 

133. 

4. 

12. 


God  is  the  Parent  of  All, 

Behold  the  shepherd  of  the  flock;  he  tak- 
eth  care  of  liis  sheep ;  he  leadeth  them  among 
clear  brooks  :  he  guideth  them  to  fresh  pastures. 
If  the  young  lambs  are  weary,  he  carrieth  them 


CO  INTERMEDIATE    HEADER. 

in  his  arms ;  if  they  wander,  he  bringeth  them 
back. 

But  wlio  is  the  shepherd's  Shepherd  ?  Who 
taketh  care  of  him  ?  Who  guideth  him  in  the 
path  wherein  he  should  walk  ?  and,  if  he  wan- 
der, who  shall  bring  him  back  ?  * 

God  is. the  shepherd's  Shepherd.  He  is  the 
Shepherd  over  all ;  he  taketh  care  of  all.  We 
are  all  his  flock ;  and  every  herb,  and  every 
green  field,  is  the  pasture  which  he  hath  pre- 
pared for  us. 

The  mother  loveth  her  little  child  ;  she  nour- 
isheth  its  body  with  food,  and  feedeth  its  mind 
with  knowledge.  If  it  is  sick,  she  nurseth  it 
with  tender  love.  She  watcheth  over  it  when 
asleep ;  she  forgetteth  it,  not  for  a  moment ; 
she  teacheth  it  how  to  be  good ;  she  rejoiceth 
daily  in  its  growth. 

But  who  is  the  Parent  of  the  mother  ?  Who 
nourisheth  her  with  good  things,  and  watcheth 
over  her  with  tender  love,  and  remembereth  her 
every  moment  ?  Whose  arms  are  about  her  to 
guard  her  from  harm  ?  If  she  is  sick,  who 
will  heal  her  ?  * 

God  is  the  Parent  of  the  mother ;  he  is  the 
Parent  of  all,  for  he  created  all.     All  the  men, 

*  Ex.  225. 


INTERMEDIATE    READER. 


61 


and  all  the  women,  who  are  alive  iif  the  wide 
world,  are  his  children.  He  loveth  all,  he  is 
good  to  all. 

The  king  governeth  his  people ;  he  hath  a 
golden  crown  upon  his  head,  and  the  rojal 
sceptre  is  in  his  hand  ;  he  sitteth  upon  a  throne, 
and  sendeth  forth  his  commands ;  his  subjects 
fear  him. 

But  who  is  the  Sovereign  of  the  king  ?  Who 
comma ndeth  him  what  he  must  dof  Whose 
hand  is  stretched  out  to  protect  him  from  dan- 
ger? ¥/hen  he  doeth  evil,  who  shall  punish 
him  i' 

God  is  the  Sovereign  of  the  king ;  his  crown 
is  of  rays  of  light,  and  his  thrdhe  is  amongst 
the  stars  ;  he  is  King  of  kings  and  Lord  of 
lords. 

If  God  biddeth  us  live,  we  live ;  and  if  he 
biddeth  us  die,  we  die.  His  dominion  is  over  all 
the  world,  and  the  light  of  his  countenance  is 
upon  all  his  works. 

God  is  our  Shepherd ;  therefore  we  will  fol- 
low him  :  God  is  our  Father  ;  therefore  we  will 
love  him :  God  is  our  King ;  therefore  we  will 
obey  him. 

Note.  The  above  extract  is  full  of  examples  illustrating  the 
downward  slide  of  the  voice,  where  a  question  is  asked  by  an 
interrogative  pronoun.     See  Ex.  226. 

*       .6 


62 


INTERMEDIATE    READER. 


LESSON    IX 


Words ....  rdz  . 
Healed.  . .  .Id  .  . 
Blessed  .  .  .  st  .  . 
Darkest .  .  .  rlc. . 
Sorrow. .  .  .  o.  . . 


..100. 
.  .  46. 
.  .  157. 
. .  105. 
.  .  12. 


Kindness  .  .  .  ness. . .  8. 

Many men.  . .  8. 

Life's fs 141. 

Pleasant.  .  . .  ant  ...  4. 
Softly ft 143. 


Words  of  Kindness. 

A  LITTLE  word,  in  kindness  spoken, 

A  motion,  or  a  tear, 
Has  often  healed  the  heart  that's  broken, 

And  made  a  friend  sincere. 

A  word,  a  look,  has  crushed  to  earth 
Full  many  a  budding  flower, 

Which,  if  a  smile  had  owned  its  birth. 
Had  blessed  life's  darkest  hour. 


Then  deem  it  not  an  idle  thing 

A  pleasant  word  to  speak  ; 
The  face  you  wear,  the  thoughts  you  brmg, 

A  heart  may  heal  or  break. 

Aid  the  drooping  child  of  sorrow ; 

Kindly  lift  his  thoughts  above  ; 
Gently  bid  him  trust  the  morrow ; 

Softly  whisper,  "  God  is  love."        « 


INTERMEDIATE    READER.  63 


LESSON    X 


Want 

.  jit . . 

.89. 

Waters.  .  . 

.  erz. 

.132 

Paths 

.thz. . 

.  160. 

Names.  .  . 

.  mz . 

.72. 

Presence. 

.  ense  . 

.8. 

Follow. . . 

.16.. 

.12. 

Surely.  .  . 

.  sh.  .  . 

.38. 

Goodness 

.  e.  .  . 

.8. 

Lord...-. 

.  rd.  .  . 

.99. 

Forever. . 

er 

9 

Twen tij-  Third  Psalm. 

The  Lord  is  my  Shepherd  ;  I  shall  not  want. 
He  maketh  me  to  lie  down  in  green  pastures  ; 
he  leadeth  me  beside  the  still  waters. 

He  restoreth  my  soul ;  he  leadeth  me  in  the 
paths  of  righteOiisness  for  his  name's  sake. 

Yea,  though  I  walk  through  the  valley  of  the 
shadow  of  death,  I  will  fear  no  evil ;  for  thou 
art  with  me ;  thy  rod  and  thy  staff  they  com- 
fort me. 

Thou  preparest  a  table  before  me  in  the  pres- 
ence of  mine  enemies  ;  thou  anointest  my  head 
with  oil ;  my  cup  runneth  over. 

Surely  goodness  and  mercy  shall  follow  me 
all  the  days  of  my  life ;  and  I  shall  dwell  in 
the  house  of  the  Lord  forever. 


Note.  The  extracts  from  tlie  Psalms  are  examples  of  the 
solemn  style,  and  require  to  be  read  more  slowly  than  the  ordi- 
nary style  of  writing.  Give  a  longer  and  fuller  sound  to  the 
vowel  elements  in  reading  the  Psalms. 


64  INTERMEDIATE    READER. 

f 

LESSON    XI. 


Fulness ness  .  .  8. 

Floods dz 140. 

Generation.  .  er.  .  .  .  9. 
Lift ft....  143. 


World rid.  ...  110 

Hands 7idz  .  .  .  74. 

Strong str 213 

Hosts sts  . .  .  .  1-53 


Twenty-Fourth  Psalm. 

The  earth  is  the  Lord's,  and  the  fulness 
thereof;  the  world,  and  they  that  dwell  therein. , 

For  he  hath  founded  it  upon  the  seas,  and 
established  it  upon  the  floods. 

Who  shall  ascend  into  the  hill  of  the  Lord  ? 
And  who  shall  stand  in  his  holy  place  .^* 

He  that  hath  clean  hands,  and  a  pure  heart ; 
who  hath  not  lifted  up  his  soul  unto  vanity,  nor 
sworn  deceitfully. 

He  shall  receive  the  blessing  from  the  Lord, 
and  righteousness  from  the  God  of  his  salvation 

This  is  the  generation  of  them  that  seek 
him,  that  seek  thy  face,  O  Jacob. 

Lift  up  your  heads,  O  ye  gates ;  and  be  ye 
lifted  up,  ye  everlasting  doors,  and  the  King  of 
glory  shall  come  in. 

Who  is  this  King  of  glory  ?  *  The  Lord 
strong  and  mighty,  the  Lord  mighty  in  battle. 

*  Ex.  226. 


INTERJIEDIATE    READER. 


66 


•  Lift  up  your  heads,  O  ye  gates ;  even  lift 
them  up,  ye  everlasting  doors  ;  and  the  King  of 
glory  shall  come  in. 

Who  is  this  King  of  glory  ?     The   Lord  of 
hosts,  he  is  the  King  of  glory. 


LESSON    XIL 


Heard rd 99. 

Strong s^ 213. 

Circuit ser'liit . .  9, 1 1 . 

Judgments. .  cuts  ....  90. 

Warned  ....  rnd 117. 

Servant ant 4. 


Words rdz 100. 

Forth rtli 126 

Ends* ndz 74. 

True u 20. 

Cleanse  . . .  .nz 95. 

Strength ngth 80. 


Nineteenth  Psalm. 

The  heavens  declare  the  glory  of  God ;  and 
the  firmament  showeth  his  handy-work. 

Day  unto  day  uttereth  speech,  and  night 
unto  night  showeth  knowledge. 

There  is  no  speech,  nor  language,  where 
their  voice  is  not  heard. 

Their  line  is  gone  out  through  all  the  earth, 
and  their  words  to  the  end  of  the  world. 

In  them  hath  he  set  a  tabernacle  for  the  sun, 
which  is  as  a  bridegroom  coming  out  of  his 
6* 


66  INTERMEDIATE    READER. 

chamber,  and  rejoice th  as  a  strong  man  to  run" 
a  race. 

His  going  forth  is  from  the  end  of  the 
heaven,  and  his  circuit  unto  the  ends  of  it ; 
and  there  is  nothing  hid  from  the  heat  thereof. 

The  law  of  the  Lord  is  perfect,  converting 
the  soul ;  the  testimony  of  the  Lord  is  sure, 
making  wise  the  simple. 

The  statutes  of  the  Lord  are  right,  rejoicing 
the  heart ;  the  commandment  of  the  Lord  is 
pure,  enlightening  the  eyes. 

The  fear  of  the  Lord  is  clean,  e*nduring  for- 
ever ;  the  judgments  of  the  Lord  are  true  and 
righteous  altogether. 

More  to  be  desired  are  they  than  gold,  yea, 
than  much  fine  gold ;  sweeter  also  than  honey, 
and  the  honey-comb. 

Moreover,  by  them  is  thy  servant  warned  ; 
and  in  keeping  of  them  there  is  great  reward. 

Who  can  understand  his  errors  ?  Cleanse 
thou  me  from  secret  faults. 

Keep  back  thy  servant  also  from  presumptu- 
ous sins  ;  let  them  not  have  dominion  over  me  ; 
then  shall  I  be  upright,  and  I  shall  be  innocent 
from  the  great  transgression. 

.  Let  the  words  of  my  mouth,  and  the  medi- 
tation of  my  heart,  be  acceptable  in  thy  sight, 
O  Ijord,  my  strength,  and  my  Redeemer. 


INTERMEDIATE    READER. 


67 


LESSON    XIII. 


Angel a 1. 

Robed hd 133. 

Learned  ....  rnd.  .  .  .  117. 

Again en 8. 

Angels j^iz. . . .  6o. 

Child's Idz....  47. 

Tears rz 132. 


Fatigued  .  . 

.  .  egd 

.7,145 

Wreathed  . 

.  .  thd. 

.159. 

Mother's  .  . 

.  .  erz. 

.133. 

Wondered . 

.  erd. 

.99. 

Thanked .  . 

.  ngJd.  84. 

Hard 

.  rd.  . 

.99. 

Remembered.  Srd.  .  9. 


The  Boy  and  his  Angel. 

A  GENTLE  boy,  fatigued  with  play, 
Retired  to  rest,  and  forgot  tp  pray ; 
But,  after  hours  in  sleep  had  sped, 
He  called  his  mother,  and  sweetly  said, 
"  I  went  to  sleep  in  sunset  light. 
And  now,  dear  motlier,  'tis  calm,  still  night. 
But,  mother  dear,  I  cannot  lay, 
.  And  cannot  sleep,  till  I  rise  and  pray , 
For,  while  I  slept,  a  lady  fair 
Has  come  to  waken  my  heart  to  prayer ; 
Her  form  was  robed  in  spotless  white  ; 
Her  head  was  wreathed  with  a  crown  of 

light ; 
About  her  lips  was  a  gentle  smile  ; 
She  spoke  with  words  all  so  sweet  the  while, 
That,  mother  dear,  I  cannot  lay. 
And  cannot  sleep,  till  I  rise  and  pray." 


68  INTERMEDIATE    READER. 

The  gentle  boy  his  young  head  bowed, 
In  simple  faith,  pouring  forth,  aloud. 
The  evening  lay  of  praise  and  prayer 
His  lips  had  learned  by  his  mother's  care ; 
Again  he  lay  on  his  quiet  bed, 
And  sweetly  slept,  for  his  prayer  was  said. 

His  words  sank  in  his  mother's  breast, 

As  calm  he  lay  in  balmy  rest ; 

She  wondered  ii  an  angel  bright 

Had  watched  her  boy  in  the  still,  calm  nighl 

She  thanked  her  God  for  the  angel's  care. 

Which  waked  his  heart  unto  praise  and  prayer 

I  heard  that  mother's  words  of  love 

Poured  out  to  Him  who  heareth  above, 

And  thought,  as,  with  uplifted  eyes. 

She  offered  God  heart-sacrifice, 

That  any  mother  who  prays,  may  seem 

An  angel  bright  to  her  child's  young  dream. 

Perchance,  as  falls  the  hand  of  time, 

The  boy's  soft  heart  may  grow  hard  with 

crime  ; 
The  mother's  words  may  be  forgot,  — 
Her  tears  and  sighs  be  remembered  not ; 
But  grief,  nor  crime,  nor  years,  shall  tear 
From  memory's  waste  that  mother's  prayer; 


INTERMEDIATE    READER. 


69 


Her  voice  shall  come  at  midnight's  hour. 
And  stir  his  heart  with  an  angel's  power. 


LESSON    XIV. 


Reason  .  .  . 

zn .  . 

.201. 

Observed 

.  rvd.  .  . 

129. 

Wandering 

.  der . 

.9. 

Corn  .  .  . 

.  rn.  .  .  . 

116. 

Furrows. .  . 

.  rbz  . 

.12. 

Didst  .  .  , 

.dst... 

137. 

Forest .... 

St  .  . 

.  157. 

Bough.  .  . 

.  ou. .  .  . 

22. 

Murmurs.  . 

.  trz  . 

.  9,  132. 

Birds..  . 

.  rdz.  .  . 

100. 

Presently .  . 

-.  ent . 

.  8,  89. 

Towards. 

.  td'erdz 

9. 

Distance  .  . 

.  dns . 

.  4,  87. 

Return .  . 

.  em.  .  . 

9,116 

Child 

.Id.. 

.46. 

Perceive. 

.per.  .  . 

9. 

Sound  .... 

.  nd.  . 

.73. 

Heart  .  . . 

.  art.  .  . 

2,124 

Child  of  Reason. 

Child  of  reason,  whence  comest  thou  ? 
What  has  thine  eye  observed,  and  whither 
has  thy  foot  been  wandering.^  * 

I  have  been  wandering  along  the  meadows, 
in  the  thick  grass.  The  cattle  were  feeding 
around  me,  or  reposing  in  the  green  shade  ; 
the  corn  sprang  up  in  the  furrows ;  the  poppy 
and  the  harebell  grew  among  the  wheat ;  the 


*  Ex.  226. 


70  INTERMEDIATE    READEll. 

fields  were  bright  with  summer,  and  glowing 
with  beauty. 

Didst  thou  see  nothing  more  ?  Didst  thou 
observe  nothing  besides  ?  *  Return  again, 
child  of  reason ;  for  there  are  greater  things 
than  these.  God  was  among  the  fields  ;  and 
didst  thou  not  perceive  him  ?  His  beauty  was 
upon  the  meadows ;  his  smile  enlivened  the 
sunshine. 

I  have  walked  through  the  thick  forest ;  the 
wind  whispered  among  the  trees ;  the  squirrel 
leaped  from  bough  to  bough ;  and  the  birds 
sang  to  each  other  among  the  branches. 

Didst  thou  hear  nothing  but  the  murmurs 
of  the  brook  ?  no  whispers  but  the  whispers  of 
the  wind  ?  *  Return  again,  child  of  reason  ;  for 
there  are  greater  things  than  these.  God  was 
among  the  trees ;  his  voice  sounded  in  the 
murmur  of  the  waters ;  his  music  warbled  in 
the  shade.     And  didst  thou  not  attend  ?  * 

I  saw  the  moon  rise  behind  the  trees ;  it  was 
like  a  lamp  of  gold.  The  stars,  one  after 
another,  appeared  in  the  clear  firmament. 
Presently  I  saw  black  clouds  arise,  and  roll 
towards  the  south ;  the  lightning  streamed  in 
vivid  flashes  over  the  sky ,  the  thunder  growled 

*  Ex.  225. 


INTERMEDIATE    READER. 


n 


at  a  distance  ;  it  came  nearer,  and  I  felt  afraid  ; 
for  it  was  loud  and  terrible. 

Did  thy  heart  feel  no  terror  but  of  the  thun- 
derbolt ?  Was  there  nothing  bright  and  terri- 
ble but  the  lightning?  Return,  O  child  of 
4-eason ;  for  there  are  greater  things  than  these. 
God  was  in  the  storm  ;  and  didst  thou  not  per- 
ceive him  ?  His  terrors  were  abroad  ;  and  did 
not  thy  heart  acknowledge  him  ?  *  * 

God  is  in  every  place ;  he  speaks  in  every 
sound  we  hear ;  he  is  seen  in  all  that  our  eyes 
behold.  Nothing,  O  child  of  reason,  is  with- 
out God;  let  God,  therefore,  be  in  all  your 
thoughts. 


LESSON    XV 


Things  . 

.  ngz.  . 

..78. 

Mind  . .  .  . 

.  nd.  .  . 

. .  .  73. 

First 

.  .  rst  .  . 

. .  123. 

Task 

.sk... 

.  .  .  152 

Regret. . 

..gr... 

. .  206. 

Perform . 

.  rm  .  . 

...113 

Praise  .  . 

•pr... 

: .  208. 

Mercy  .  . 

.  7ner.  . 

...9. 

Sorrow.  , 

.  .ro  .  .  . 

..  12. 

Preserve  . 

.  rv  .  .  . 

. . . 128 

Faults  .  . 

.  .  Us.  . . 

. .  61. 

Reward  . 

.rd... 

...  99. 

Duty  to  God. 

My  dear  child,  you  will  shortly  arrive  at  an 
age   when  you  must  no  longer  think  and  act 


Ex.  225. 


72  INTEUMEDIATE    READER. 

as  a  child,  but  must  "  put  awaj  childish 
things."  Let  me,  therefore,  beseech  you  to 
bear  in  mind,  that  both  good  and  evil  are  before 
you,  and  that  unless,  with  a  sincere  heart,  you 
choose  and  love  the  one,  you  will  surely  be  the 
victim  of  the  other. 

The  first  step  you  must  take,  is,  to  waken 
your  mind  to  a  sense  of  the  great  task  you 
have* to  fulfil.  It  is  a  source  of  deep  regret, 
that  so  many  perform  the  duty  of  praise  and 
prayer,  not  with  joy,  and  love,  and  grateful 
feelings,  but  in  a  cold  and  careless  manner, 
with  sadness,  and  sometimes  secret  dislike. 

When  you  offer  up  praise  to  the  Most  High, 
confide  to  this  kindest  of  fathers  all  the  wishes 
and  desires  of  your  heart ;  but,  at  the  same 
time,  submit  them  all  to  his  will,  and  freely 
leave  it  to  his  divine  wisdom  to  dispose  of 
you,  and  all  that  belongs  to  you. 

Thank  him  for  his  blessings ;  and,  even 
should  he  think  fit  to  afflict  you,  be  thankful 
for  it  also  ;  consider  it  an  act  of  his  mercy, 
meant  for  your  good. 

Implore  him  to  direct  and  assist  you  in  all 
hardships  and  trials ;  to  comfort  and  support 
you  in  sickness  or  sorrow ;  and  to  preserve 
you,  by  his  grace,  from  falling  into  the  dangei 
of  sin  in  the  hour  of  joy  and  health. 


INTERMEDIATK    READKK 


73 


Forget  not  to  beseech  him  to  forgive  you 
your  faults  and  misdeeds  during  the  day,  and. 
to  protect  and  defend  you  from  all  evil  by 
night ;  and  do  this,  not  merely  in  formal  words, 
but  "  in  spirit  and  in  truth;  "  in  grateful  love 
and  humble  homage. 

In  youth,  the  feelings  are  warm  and  open  ; 
the.  heart  should  then  admire  what  is  great, 
i.>;!o"w  with  the  love  of  what  is  fair  and  subli-me, 
and  melt  at  proofs  of  tender  regard.  And 
where  can  be  found  any  object  so  proper  to 
excite  these  feelings  as  the  Father  of  the 
world,  and  the  Giver  of  all  goodness  ?  * 


LESSON    XVI. 


Soul's Iz.  . 

Trembles  .  .  .  biz. 

Upward rd  . 

Form rm. 


..65. 
. .  169. 
. .  99. 
. .  113. 


Unexpressed  .  .  st  . .  .  157. 

Breast br  .  .  .  203. 

None 0  .  .  .  .  16. 

Strains str.  .  .  213. 


Prayer. 

Prayer  is  the  soul's  sincere  desire, 
Uttered  or  unexpressed ; 

The  motion  of  a  hidden  fire 
That  trembles  in  the  breast. 


•  Ex.  226. 


74 


INTERMEDIATE    READER. 


Prajer  is  the  burden  of  a  sigh, 

The  falling  of  a  tear, 
The  upward  glancing  of  an  eye, 

When  none  but  God  is  near. 

Prajer  is  the  simplest  form  of  speech 

That  infant  lips  can  try ; 
Prayer  the  sublimest  strains  that  reach 

The  Majesty  on  high. 


LESSON    XVII. 


Commands  .  .  ndz. .  .  .  74. 

Willing ing.  .  .  .  76. 

Perhaps jjer.  ...  9. 

Besides dz 140. 

Strive str 213. 


Parents  . 
Helpless 
Lessons . 
Certain  . 
Single  .  . 


ents 90. 

Ip 54. 

snz 191 

tin 11. 

sl 17G. 


Duty  to  Parents. 

After  your  duty  of  praise  and  prayer  to 
the  Most  High,  your  next  care  should  be,  to 
attend  to  the  wishes  and  commands  of  youi 
parents,  and  lo  do  all  they  require  of  you,  in  a 
cheerful  and  willing  manner. 

S(5me   children   put  on   a   sulky  look,   anci 


INTERMEDIATE    READER.  75 

begin  to  grumble,  when  they  are  told  to  do 
any  thing :  this  shows  a  bad  heart. 

Your  father  and  mother  have  taken  care  of 
you,  and  treated  you  kindly,  when  your  help- 
less state  would  not  allow  you  to  do  the  most 
trifling  thing  for  yourself;  and  even  now,  they 
do  not  neglect  nor  forsake  you,  but  do  all  in 
their  power  for  your  comfort ;  and,  in  many 
cases,  perhaps,  they  deprive  themselves  of 
•what  they  very  much  need,  that  you  may  want 
for  nothing. 

They  supply  you  daily  v/ith  food  and  cloth- 
ing, and  send  you  to  school,  that  you  may 
acquire  what  will  render  you  good  and  learned, 
if  you  attend  to  all  that  is  said  to  you,  and 
study  with  care  the  lessons  which   are  given 

you. 

If,  then,  you  possess  the  smallest  portion  of 
grateful  feeling,  you  will  do  all  in  your  power 
to  return  their  fondness,  and  repay  their  care. 

Besides,  unless  you  fulfil  your  duty  to  your 
parents,  you  will  offend  your  "  Father  who  is 
in  heaven ;  "  for  one  of  his  commands  is, 
"  Honor  thy  father  and  thy  mother,  that  thy 
days  may  be  long  in  the  land  which  the  Lord 
thy  God  giveth  thee." 

Therefore  you  must  neither  expect  to  enjoy 
a  long  and  happy  life  here,  nor  a  blessed  one 


76  INTERMEDIATE     READER. 

in  the  world  to  come,  if  you  do  not  honor  your 
parents  ;  that  is,  obey,  respect,  and  love  them  ; 
and  let  your  conduct  show  that  your  love  is 
sincere,  by  trying  to  please  them  in  all  you  do, 
and  by  doing  nothing  that  you  are  certain  will 
displease  them. 

Study  their  very  looks,  and  strive  to  fulfil 
their  wishes,  if  you  can,  even  before  they  im- 
part them  to  you.  The  pursuit  of  such  a  line 
of  conduct  wdll  convey  to  your  heart  a  real 
pleasure,  which  no  breach  of  the  duty  you  owe 
them  can  ever  bestow. 

Forget  not  the  lies  which  bind  you  to  the 
authors  of  your  being  ;  nor  let  them,  for  a 
single  moment,  feel  the  bitter  anguish  of 
knowing 

"  How  sharper  than  a  serpent's  tooth  it  is 
To  have  a  thankless  child." 


Blessed  is  the  turf,  serenely  blessed. 

Where  throbbing  hearts  may  sink  to  rest ; 

Where  life's  long  journey  turns  to  sleep. 

Nor  ever  pilgrim  wakes  to  weep. 

A  little  sod,  a  few  sad  flowers, 

A  tear  for  long-departed  hours. 

Is  all  that  feeling  hearts  request 

To  hush  their  weary  thoughts  to  rest. 


INTERMEDIATE    READER. 


LESSON    XYIII 


Soldier  . .  .  . 

.jer 

...9. 

Uniform.  . 

.  .rtn  .  .  .  . 

.113 

Captain .  .  .  . 

.  tm 

...  11. 

Sword  .  .  . 

. .  sord.  .  . 

.12. 

Comfort  .  .  . 

.rt. 

. .  .  124. 

Plumes  .  . 

.  .u 

.  17. 

Tears 

.  rz  . 

. . .  132. 

Hearth  .  . 

.  .  rth .... 

.  126 

Wandering. 

.  a.  . 

...5. 

Humble.  . 

.  .  h  silent. 

Beneaili .  . . 

.th. 

. . .  49. 

Bowers  .  . 

.  .  erz.  .  .  . 

132. 

The  Children's  Choice. 

.7  0HN. 

I  MEAN  to  be  a  soldier, 

With  uniform  quite  new; 
I  wish  that  I  could  have  a  drum, 

And  be  a  captain,  too. 
I  would  go  amid  the  battle. 

With  my  broadsword  in  my  hand, 
And  hear  the  cannon  rattle, 

And  the  music  all  so  grand. 


MOTHER. 

My  son  !  my  son  !  what  if  that  sword 

Should  strike  a  noble  heart. 
And  bid  some  loving  father 

From  his  little  ones  depart? 
What  comfort  would  your  waving  plumes 

x4nd  brilliant  dress  bestow, 
7* 


78  INTERMEDIATE    HEADER. 

When  you  thought  upon  the  widow's  tears, 
And  her  orphans'  cries  of  woe  ? 

LOUISA. 

I  mean  to  be  a  cottage  girl, 

And  sit  beside  a  rill, 
And,  morn  and  eve,  my  pitcher  them 

With  purest  water  fill ; 
And  I'll  have  a  lovely  woodbine 

Around  my  cottage  door, 
And  welcome  to  my  winter  hearth 

The  wandering  and  the  poor. 

MOTHER. 

Louisa,  dear,  an  humble  mind 

Is  beautiful  to  see ; 
And  you  shall  never  hear  a  word 

To  check  that  mind  from  me  ; 
But,  ah !  remember  pride  may  dwell 

Beneath  the  woodbine  shade, 
And  discontent,  a  sullen  guest, 

The  cottage  hearth  invade. 

CAROLINE. 

I  wdll  be  gay  and  wealthy, 
And  dance  away  the  hours ; 

Music,  and  joy,  and  sport,  shall  dwell 
\Vithin  my  fairy  bowers ; 


INTERMEDIATE    READER. 


79 


No  heart  shall  ache  with  sadness 

Within  my  laughing  hall, 
But  the  notes  of  love  and  gladness 

Reecho  to  mj  call. 

MOTHER. 

0  children !  sad  it  makes  my  soul 
To  hear  your  playful  strain  ; 

1  cannot  bear  to  chill  your  youth 

With  images  of  pain  ; 
Yet  humbly  take  what  God  bestows, 

And,  like  his  own  fair  flowers, 
Look  up  in  sunshine  with  a  smile. 

And  gently  bend  in  showers. 


LESSON    XIX 


Infants a  .  . 

Helpless  .•. .  .  ess . 

Hardly I'd  . 

Wants nts. 

Learned 7'nd 

Organs a  .  . 

Sounds ndz 


8. 
99. 
90. 
117. 


Find  out 216. 

Nothing 0 16. 

Shew 6 12. 

Often offn.  . 

Parts rts 125. 

Different fer  ...  9. 

Yellow 6 12. 


Hearing  and  Sight, 


The  Bodily  Senses, 

Very  little  infants  are   quite   helpless,  and 
know  hardly  any  thing;    but  they  soon  find 


bO  INTERMEDIATE    READER. 

out  whnt  pleases  them,  and  what  they  dis- 
like. 

One  of  the  first  things  they  learn  is  their 
dear  mother's  voice  ;  and  nothing  delights  them 
more.  They  soon,  too,  know  her  by  sight,  and 
plainly  show  that  they  love  her  better  than  any 
body  else.  Even  this  knowledge,  which  seems 
very  trifling  to  those  who  are  grown  up,  it 
takes  some  time  to  acquire ;  -but  it  is  all  that 
an  infant  wants. 

Children  do  not  often  think  about  the  means 
by  which  they  have  learned  all  they  know. 
These  means  belong  partly  to  the  body,  and 
partly  to  the  mind.  It  is  not  so  easy  to  under- 
stand those  which  belong  to  the  mind,  as  those 
which  belong  to  the  body. 

The  five  bodily  senses  are  hearing,  sight, 
smell,  taste,  and  touch,  or  feeling.' 

The  parts  of  the  body,  which  serve  as 
instruments  to  the  mind,  called  the  ©rgans  of 
sense,  are  the  ear,  for  hearing ;  the  eye,  for 
sight;  the  nose,  for  smell;  the  tongue  and 
palate,  for  taste ;  and  the  skin,  for  feeling  or 
touch. 

Perhaps  all  the  other  senses  are  only  difier- 
ent  sorts  of  feeling,  confined  to  particular  parts 
of  the  body ;  while  feeling  itself  is  spread  over 
the  whole. 


INTERMEDIATE    READER.  81 

What  we  call  hearing  is  an  effect  produced 
upon  the  inner  part  or  drum  of  the  ear,  when 
the  air  is  put  in  motion  bj  the  voice,  or  bj  any 
thing  that  will  make  a  sound.  Some  sounds 
are  mere  noises ;  others  are  harmonious  and 
grateful. 

What  is  more  delightful  than  to  hear  the 
voices  of  those  we  love  ?  ^'  How  pleasant  to 
hear  the  birds  singing  around  us,  as  we  walk 
in  the  fields !  How  often  does  our  hearing 
warn  us  of  danger,  either  at  a  distance  or  in 
darkness ! 

The  eye  is  a  most  wonderful  instrument, 
and  far  superior  to  any  one  that  man  could 
make.  By  means  of  the  eye,  small  as  it  is, 
we  learn  the  size,  form,  distance,  and  color  ot 
things. 

It  enables  us  to  enjoy  the  beauties  of  a  land- 
scape, with  its  various  objects,  whether  at  rest 
or  in  motion. 

There  can  scarcely  be  a  greater  pleasure 
than  to  see  our  friends  return  after  they  have 
been  absent  a  long  time  ;  and,  if  they  must 
remain  absent,  let  us  be  tliankful  that  they  can 
write  to  us,  and  we  can  read  their  letters. 

I  am  sure,  too,  that,  if  we  could  not  see,  we 
should  often  run  against  things,  or  tumble  over 
them,  and  hurt  ourselves. 

*  Ex.  226. 


82  INTERMEDIATR    RKADKR. 

The  principal  colors  are  rod,  yellow,  and 
blue.  Orange  is  a  mixture  of  red  and  yellow  ; 
green,  of  yellow  and  blue  ;  other  mixtures  pro- 
duce every  variety  of  colors. 


LESSON    XX. 


Hurrah  ....  a 2. 

Spent nt 89. 

First erst 123. 

Every er 9. 


Sport rt 124 

Enjoy e 8. 

Moments.  .  .  ents  '.  .  .  .  90. 
Attend  .  .  .    nd 73 


School  is  Out. 

•'  Hurrah  !  "  exclaims,  with  merry  shout, 
The  happy  school-boy,  "  school  is  out :  " 
His  studies  finished  for  the  day. 
He  gives  the  rest  to  sport  and  play. 

Yet,  if  to  school  he  had  not  gone, 
But  spent  the  day  in  play  alone, 
With  every  sport  at  his  command. 
Time  had  hung  heavy  on  his  hand. 

The  man  who  would  enjoy  his  leisure, 
By  labor  first  obtains  the  pleasure  ; 


INTERMEDIATE    READER. 


83 


Rest  and  amusement  thus  unite, 
And  give  his  moments  more  delight. 

So  every  boy,  except  a  fool, 
Will  punctually  attend  his  school, 
Until  the  fitting  time  to  shout, 
"Hurrah!  hurrah!  now  school  is  out." 


LESSON    XXI. 


Smelling  .  .  .  ing  ....  76. 

Odors erz 9. 

Goodness.  .  .  ness.  ...  8. 

Birds rdz 100. 

Large rdzli.  . .  .  103. 


Scents nts 90. 

Per'fumes  . .  /jer 9. 

Kinds 7idz 74. 

Children  .  .  .  dren.  .  . .  204. 
Change  ....  7idzh.  .  . .  85. 


The  Bodily  Senses.  —  Smell  and  Taste. 

By  the  sense  of  smelling,  we  enjoy  the 
pleasure  arising  from  the  scents  or  odors  of 
flowers,  and  other  perfumes.  It  also  enables 
us  to  judge  of  the  goodness  of  many  articles  of 
food,  which  are  sweet  while  they  are  fresh,  but 
begin  to  have  a  disagreeable  smell  when  they 
become  stale  and  unfit  to  be  eaten. 

Most  things  that  smell  disagreeably  are  not 
good  food,  for  us;    but  they  will  do  for  some 


84  INTERBIEDIATE    READER.     , 

kinds  of  flies  and  birds.  When  any  flesh,  or  a 
fish,  is  lying  exposed  on  the  ground,  it  soon  be- 
gins to  smell  badly,  and  these  flies  and  birds 
come  and  eat  it  up,  and  so  prevent  its  becom- 
ing offensive  to  us. 

Taste  is  situated  chiefly  in  the  tongue. 
Children  enjoy  this  sense  even  more  than 
grown  people.  Fruit,  cakes,  and  sweets  of 
various  kinds,  afford  them  much  pleasure ;  but 
there  is  danger  that,  by  indulging  too  much  in 
nice  things,  they  will  cease  to  relish  those  that 
are  plain,  but  more  wholesome.  This  is  the 
case  with  many  childreri,  whose  parents,  from 
mistaken  notions  of  kindness,  have  allowed 
them  to  eat  too  large  quantities  of  sweets. 

Indeed,  children  soon  become  tired  of  very 
nice  things,  and  require  a  continual  change  ; 
but  they  can,  with  pleasure,  partake  ever}'^  day, 
for  many  years,  of  bread  and  butter,  milk  and 
water,  and  other  simple  things,  which  have  but 
little  flavor. 

The  principal  flavors  are  sweet,  bitter,  salt, 
and  sour. 

We  judge  by  our  taste,  as  well  as  by  our 
smell,  whether  things  are  good  for  food.  Most 
things  that  are  disagreeable  to  the  taste,  are  not 
fit  for  us  to  eat  and  drink ;  but  some  of  these 
are  very  useful  as  physic 


Ourselves. . 

.  .  Ivz.  . 

..64. 

Hurts 

..efts. 

. .  125 

Burned  .  . . 

.  .  rnd. . 

..117 

Spoiled  .  .  . 

..Id... 

.46. 

Probably .  . 

. .  a  ... 

..4. 

Thunder.  . 

. .  der. . 

.9. 

,    INTERMEDIA1E    READER.  OO 

LESSON    XXII. 

Warm rm 113 

Frozen  .  .  .  .zn -.  201 

Attempt. .  .  .mt 70. 

Body 6 15. 

Distance  ...  a 4. 

Stars rz 132. 

The  Bodily  Senses.  — -  Touch,  or  Feeling. 

The  sense  of  toiicli,  or  feeling,  whioh  is 
spread  over  the  whole  body,  makes  us  acquaint- 
ed with  the  sensations  of  heat  and  cold,  and 
reminds  us  to  keep  ourselves  properly  clothed 
and  warm,  that  we  may  be  in  good  health.  It 
also  quickly  tells  us  when  any  thing  hurts  us, 
so  that  we  may  either  remove  it,  or  get  out  of 
its  way. 

Very  young  children  are  so  simple,  that  they 
would  take  hold  of  any  thing,  even  a  hot  iron, 
that  was  near  them,  if  their  mother  would  let 
them,  and  thus  might  be  seriously  hurt. 

By  our  feeling,  we  tell  whether  things  are 
hot  or  cold,  hard  or  soft,  smooth  or  rough,  heavy 
or  light,  wet  or  dry. 

Most  children  know  that,  if  they  touch  very 
hot  iron,  it  will  cause  them  great  pain,  and  so 
injure  the  part  with  which  they  touch  it,  that 
8 


86  INTERMEDjyiTR     HRADER. 

it  will  take  dajs,  or  weeks  perhaps,  to  gel 
well. 

It  is  equally  true,  but  not  so  commonly 
known,  that,  if  an  intensely  cold  thing,  like 
frozen  mercury,  be  touched  with  a  warm  hand, 
it  will  injure  the  hand  in  much  the  same  man- 
ner as  if  it  had  been  burned. 

In  Russia,  and  other  very  cold  climates,  peo- 
ple, in  travelling,  sometimes  have  their  chins 
and  noses  frozen  without  knowing  it,  till  some 
one-meets  them  and  tells  them  of  it.  If  they 
ran  to  a  fire,  or  applied  warm  water  to  the 
frozen  part,  it  would  be  liable  to  mortify. 
Aware  of  this,  they  proceed,  very  gradually,  to 
bring  back  the  warmth  by  rubbing  it  with 
snow ;  thus  it  soon  becomes  well. 

Cooks,  who  find  their  vegetables  frozen,  do 
not  attempt  to  boil  them,  till  they  have  been 
thawed  by  lying  a  good  while  in  cold  water ; 
without  this  precaution,  they  would  be  quite 
spoiled. 

It  is  injurious,  and  therefore  uncomfortable, 
to  pass  suddenly  from  one  extreme  to  another ; 
either  from  cold  to  heat,  or  from  darkness  to 
light. 

The  human  body,  while  alive,  can  endure  a 
degree  of  heat  that  would  cook  meat.  This 
was  proved,  some  years  ago,  by  a  man,  who 


INTERMEDIATE    READER.  87 

used,  for  money,  to  remain  in  an  oven  with  a 
piece  of  meat  till  it  was  baked. 

The  body  can  also,  with  but  little  inconve- 
nience, bear  cold  much  greater  than  is  required 
to  freeze  water ;  but,  unless  the  change  is  made 
gradually,  it  will  be  attended  with  immediate 
pain,  and  probably  with  lasting  disease. 

In  passing  suddenly  from  darkness  to  light, 
we  can  scarcely  see  at  all,  till  the  eye  has 
adapted  itself  to  the  glare.  Also,  in  passing 
out  of  a  very- light  place  into  a  shady  one,  we 
cannot  see  till  the  eye  has  fitted  itself  to  the 
change. 

We  can  taste  those  things  only  which  touch 
our  tongues ;  ^ve  can  feel  those  only  which  are 
near  us ;  we  can  smell  those  that  are  at  some 
distance ;  we  can  hear  thunder,  and  other  loud 
noises,  at  a  great  dfstance ;  and  we  can  see 
very  distant  objects  on  the  earth,  and  the  stars 
in  the  sky,  which  are  so  very  distant  that  no- 
body can  tell  how  far  off  they  are.  We  can 
think  of  things  indefinitely  far  off,  and  even  in 
the  other  w^orl(^ 

The  more  we  know  about  our  bodily  senses, 
the  more  thankful  shall  we  feel  to  our  heavenly 
Father,  who  has  g^ven  them  to  us  ;  for  they  are 
so  useful,  that  we  could  not  have  any  enjoy- 
ment  without   them.     We  shall  also  be  very 


88 


INTERMEDIATE    RKADF.R. 


careful  not  to  abuse  them ;  for  if  we  do,  we 
are  in  danger  of  injuring  them,  or  losing  them 
entirely. 


LESSON    XXIII 


Amidst    . 

.  dst .  . 
.dz... 

. .  .  137. 
.  .  140. 

Flowers  .  . 

.  .  irz.    . 

..9. 

Fades  . .  . 

Earnest .  . 

.  .  est .  .  . 

..8. 

Called. . .  . 

.Id... 

..46. 

Work. .  .  . 

.  .  erk  .  . 

..9. 

Dark 

.rk... 

.  .  .  105. 

Bend 

. . nd  .  .  . 

. .  73. 

Triumph  . 

.  tr 

...215. 

Kindred. . 

.  .  dred.  . 

..8. 

First 

.  rst.  .  . 

.  .  .  123. 

Lift 

..ft.... 

.143 

The  Hour  of  Prayer. 

Child,  amidst  the  flowers  at  play. 
While  the  red  light  fades  away ; 
Mother,  with  thine  earnest  eye 
Ever  following  silendy ; 
Father,  by  the  breeze  of  eve 
Called  thy  harvest  work  to  leave,    • 
Pray,  ere  yet  the  dark  hours  be, 
Lift  the  heart  and  bend  t||e  knee 


Traveller,  in  the  stranger's  land, 
Far  from  thine  own  hoijisehold  band ; 
Mourner,  haunted  by  the  tone 
Of  a  voice  from  this  world  gone ; 


INTERMEDIATE    READER. 


89 


Captive,  in  whose  narrow  cell 
Sunshine  hath  not  leave  to  dwell ; 
Sailor,  on  the  darkening  sea,  — 
Lift  the  heart  and  bend  the  knee. 

Warrior,  that,  from  battle  won, 
Breathest  now  at  set  of  sun  ; 
Woman,  o'er  the  lowly  slain. 
Weeping  on  his  burial  plain  ; 
Ye  that  triumph,  ye  that  sigh, 
Kindred  by  one  holy  tie,  — 
Heaven's  first  star  alike  ye  see  — 
Tjift  the  heart  and  bend  the  knee. 


LESSON    XXIV. 


Invalid.  .  . 

.  led.  .  .  . 

.  7. 

Evening.  .  . 

.  tng  .  .  . 

.76. 

Friends . . 

.  ndz.  .  .  . 

.74. 

Promised.  . 

.St 

.  157 

Returned  . 

.  rnd.  .  . . 

.  117. 

Moments.  , 

.  e 

.8. 

Bureau  . .  . 

.  ro 

.12. 

Wants.  .  .  . 

.  nts .  .  .  . 

.90. 

Patience  .  . 

.  shense  . 

.8. 

Eager  .... 

.  er 

.9. 

Manner.  .  . 

.  Tier.  .  .  . 

.9. 

Child's  . . . 

.Idz.... 

.47. 

Instead .  .  . 

.  sted  #  .  . 

.8. 

Reason. .  . 

zn 

.201 

Generous  . 

.  er 

.9. 

Influenced 

.  enst    .  . 

.88. 

The  Little  Sick  Brother. 

"  Don't  go   away,  sister,"  said    an  invahd 
child   to  his  sister  Anna,  who  came   into  the 


90  INTERMEDIATE    READER. 

chamber  where  he  lay,  with  her  bonnet  and 
shawl  on,  ready  to  go  out  for  tlic  purpose  of 
spending  the  afternoon  and  evening  with  some 
young  friends. 

Anna  had  come  in  to  kiss  her  little  sick 
brother,  and  to  say  a  kind  word  or  two  to  him 
before  she  went.  But  the  child,  who  loved 
Anna  very  much,  and  always  felt  better  when 
she  was  with  him,  became  unhappy  as  soon  as 
he  saw  that  she  had  prepared  herself  for  going 
out. 

"  Don't  go,  sister,"  he  said.  "  Take  or! 
your  bonnet,  and  stay  here  with  me.  I  want 
you  to  tell  me  a  story." 

"But,  Henry,  dear,  I  have  promised  to  go 
and  spend  the  afternoon  at  Mrs.  Hermann's," 
returned  Anna.  "  It  would  not  only  be  a  dis- 
appointment to  me,  but  to  those  who  expect 
me,  if  I  did  not  go.  You  must  be  a  good,  pa- 
tient little  boy,  and  not  think  about  my  being 
away." 

■"  O,  don't  go,  sister,"  was  the  only  reply 
that  Henry  made  to  this,  speaking  so  sadly, 
while  his  eyes  filled  w'ith  tears,  that  Anna  felt 
grieved  for  the  child,  and  half  inclined  to  give 
up  the  pleasure  she  had  promised  herself. 
Taking  his  small,  white  hand  in  hers,  she  bent 
down  over  him,  and  kissed  him  tenderly. 


INTERMEDIATE    READER.  91 

"  Don't  go,  sister." 

Anna  stood  thoughtful  for  a  few  moments, 
and  then,  takmg  off  her  bonnet  and  shawl,  laid 
them  down  upon  a  bureau. 

"  I  will  go  down  and  see  Ella,"  she  said, 
"  and  then  come  up  again." 

The  face  of  the  little  invalid  brightened  m 
an  instant. 

On  descending  to  the  parlor,  Anna  found 
her  sister  Ella  waiting  for  her. 

.  "  I  beheve  I  won't  go,"  said  Anna,  "  Henry 
seems  so  unhappy  about  it." 

"  What  nonsense  !  "  exclaimed  Ella.  "  Why 
in  the  world  did  you  go  near  him,  or  let  him 
know  that  you  were  going  out  ?  You  might 
have  known  v/hat  would  have  happened.  I 
told  you  that  it  would  be  just  so." 

"  He  is  sick,  and  I  think  we  ought  to  be  as 
attentive  to  him  and  as  patieiit  with  him  as 
possible,"  returned  Anna.  "  It  must  be  very 
tiresome  to  lie  so  long  in  bed  and  confined  to 
one  room ;  and  1  don't  wonder  that  he  dislikes 
to  be  left  alone.  I  can't  find  it  in  my  heart  to 
leave  him.  So  you  can^  go  along.  Perhaps  I 
may  come  round  after  tea.  Henry  will  be 
asleep  then." 

"  You  are  a  very  foolish  girl,  Anna,"  said  her 
sister,  half  angrily.     "  Stay  at  home  just  be- 


92  INTERMEDIATE    READER. 

cause  a  selfish,  fretful  child,  that  don't  know 
what  he  wants,  takes  it  into  his  head  that  you 
must  remain  with  him  !  It  puts  me  out  of  all 
patience  with  you.  What  kind  of  an  excuse 
can  I  make  for  you,  I  should  like  to  know  ?  " 

"Tell  the  truth;  that  is  the  best  excuse  on 
all  occasions." 

After  Ella  was  gone,  she  went  up  to  Henry's 
room.  The  child  looked  so  happy  when  she 
came  in,  that  she  felt  more  than  repaid  for  her 
self-denial. 

"  O,  I'm  so  glad  you  didn't  go,  sister  Anna !  " 
he  said ;  "  I  feel  so  bad  when  you  are  away ! 
Now  won't  you  tell  me  a  pretty  story  ?  " 

Anna  told  him  a  -story,  and  then  another, 
and  another,  the  child's  eager  interest  amply 
repaying  her  for  what  she  was  doing. 

When  Ella  arrived  at  Mrs.  Hermann's,  that 
lady  said,  in  a  slightly  disappointed  tone,  — 

"Why  didn't  your  sister  come  with  you? 
Isn't  she  well  ?  " 

"  O,  yes,  she's  well  enough,"  replied  the 
thoughtless  girl ;  "but  she  took  a  notion  into  her 
head  that  she  would  .stay  with  Henry.  She 
was  all  ready  to  come,  but  foolishly  went  into 
his  room  to  kiss  him,  and  then  he  wouldn't  part 
with  her." 


INTERMEDIATE    READER. 


93 


"  How  is  little  Henry  ?  "  asked  Mrs.  Her- 
mann, in  a  tone  of  interest. 

" Not  very  well,"  replied  Ella;  "he  doesn't 
seem  to  get  any  better.  We  feel  very  uneasy 
about  him  sometimes." 

"  Poor  child  !  "  said  Mrs.  Hermann,  in  a  voice 
of  sympathy;  "  he  must  love  Anna  very  much, 
I  am  sure.  Every  body  loves  her.  I  don't 
wonder  that  he  cannot  bear  to  let  her  po  out  of 
his  sio;ht." 

The  words,  as  well  as  the  manner  of  Mrs. 
Hermann,  rather  surprised  Ella.  She  fully  ex- 
pected the  lady  would  say  that  it  was  all  non- 
sense for  Anna  to  give  up  her  proposed  visit, 
and  disappoint  her  friends,  for  a  child's  whim. 
But,  instead  of  this,  there  was  something  so 
much  like  rebuke  in  her  words,  that  she  was 
made  to  feel  slightly  uncomfortable,  and  still 
more  so  when  Mrs.  Hermann  mentioned  to  one 
and  another  of  her  company,  in  Ella's  presence, 
the  reason  of  Anna's  absence  ;  at  the  same 
time  expressing  her  warm  admiration  of  the 
spirit  pf  generous  self-denial  that  had  influenced 
her. 

Does  not  your  heart,  too,  dear  reader,  ap- 
prove the  affectionate  kindness  of  the  gentle 
Anna  ? 


94  INTERMEDIATE    READER. 


LESSON    XXV 


Appearance .  dnse. ...  4. 
Listened.  . . .  snd  ....  192. 
Tenderly  . . .  der  ....  9. 

Possible.  . .  .  St 11. 

Reward.  .  .  .  rd 99. 

Length ngth.  .  .  .  80. 

^Vorse ers 122. 


Received. . .  vd 163. 

Literest . ...  est 8. 

Pleasantly. .  ant 4. 

Ever er 9. 

Others erz 132. 

Enjoyment .  e 8. 

Rather  ....  a 4. 


The  Little  Sick  Brother  —  continued. 

After  tea,  Anna  made  her  appearance,  with 
her  calm,  sweet,  cheerful  face,  and  was  received 
by  all  with  the  most  cordial  welcome.  Every 
one  inquired  about  little  Henry,  and  listened 
with  a  real  interest  to  all  she  said  about  him. 
It  was  plain  she  loved  him  very  tenderly,  and 
that  her  love  prompted  her  to  do  every  thing  in 
her  power  to  make  the  long,  weary  time  of 
sickness  pass  as  pleasantly  as  possible. 

Ella  felt  again  rebuked.  She  had  enjoyed 
herself  but  little  during  the  afternoon,  and  was 
now  less  comfortable  in  mind  than  ever..  She 
was  dissatisfied  with  herself,  and  felt  that  all 
who  seiemed  to  be  so  much  pleased  with  the 
self-denial  which  Anna  had  practised,  must  look 
upon  her  as  less  kind  and  thoughtful  than  her 
sister. 


INTERMEDIATE    READER.  95 

On  the  contrary,  Anna  was  very  happy. 
Her  staying  with  Henry  had  given  the  child  so 
much  real  pleasure,  that  her  disappointment 
was  soon  changed  into  that  pure  delight  which 
is  always  the  reward  of  doing  good  to  others. 

She  found,  by  sweet  experience,  that  it  is 
not  the  length  of  time  that  we  pass  in  the 
pleasures  of  social  intercourse,  that  determines 
the  amount  of  our  enjoyment,  but  the  state  of 
mind  in  which  we  come  to  meet  our  friends. 

If  Anna  had  left  her  brother  during  the  after- 
noon, the  ima2;e  of  his  sad  face  and  tearful  eves 
would  have  haunted  her  all  the  time,  and  she 
would  have  been  constantly  listening,  in  imagi- 
nation, to  his  earnest  voice,  saying,  "  O  sister 
Anna,  don't  go !  "  But  now,  when  she  did 
think  of  him,  it  was  as  sleeping  calmly  and 
peacefully ;  for  so  she  had  left  him. 

When  the  sisters  returned  home  that  night, 
they  were  grieved  to  find  that  Henry  had  been 
taken  suddenly  worse,  about  nine  o'clock,  and 
that  the  family  physician  had  been  sent  for  in 
haste.  When  he  came  and  examined  the 
symptoms,  he  looked  grave,  and  said  but  little, 
in  answer  to  the  anxious  inquiries  of  the  child's 
parents. 

The  next  moi-ning,  Henry  was  still  worse, 
and  continued   to  grow  worse  for  a  week,  and 


96 


INTERMEDIATE    READER. 


then  was  relieved  from  all  his  sufferings  by 
death. 

The  sisters,  when  thej  saw  his  pure  body 
lying  before  them,  pale,  cold,  and  lifeless,  were 
stricken  in  heart  with  grief;  but  something 
more  than  sorrow  at  the  loss  of  her  little  broth- 
er added  bitterness  to  Ella's  spirits.  Self- 
reproaches  had  to  be  borne,  and  the  conscious- 
ness that  she  had  not  done  all  in  her  power  to 
make  the  last  weary  days  of  the  sick  one  pass 
more  pleasantly. 

While ^nna  often  spoke  of  her  little  brother, 
and  seemed  to  love  to  call  back  his  image  to 
her  mind,  Ella  strove  rather  to  turn  her  thoughts 
to  some  other  subject.  She  could  not  dwell 
upon  the  memory  of  the  child  without  pain. 


LESSON    XXVI 


Brings ngz  ....  78. 

Breeze hr 203. 

Peasants, . . .  ants  . . .  90. 
Evenings  . .  .  ngz. . . .  78. 

Bard rd 99. 

Mirth rth 126. 


Star r 32. 

Shades dz 140. 

Mists sts 158. 

Worms  ....  rmz  ....  1 15 

Strains str 213 

Signal a.         .  .  4. 


INTERMEDIATE    READER.  97 


The  Nishtinmde. 


When  twilight's  gray  and  pensive  iiour 
Brings  the  low  breeze,  and  shuts  the  flower, 
And  bids  the  solitary  star 
Shine  in  pale  beauty  from  afar  ;  — 

When  gathering  shades  the  landscape  veil, 
And  peasants  seek  their  village  dale, 
And  mists  from  river-wave  arise, 
And  dew  in  every  blossom  lies  ;  — 

When  evening's  primrose  opes,  to  shed 
Soft  fragrance  round  her  grassy  bed ; 
When  glowworms  in  the  wood-walk  light 
Their  lamp,  to  cheer  the  traveller's  sight ;  — 

At  that  cali#hour,  so  still,  so  pale, 
Awakes  the  lonely  nightingale, 
And  from  a  herfhitage  of  shade 
Fills'with  her  voice  the  forest  glade. 


And  sweeter  far  that  melting  voice 
Than  all  which  through  the  day  rejoice  ; 
And  still  shall  bard  and  wanderer  love 
The  twilight  music  of  the  grove. 


98 


INTERMEDIATE    READER. 


Father  in  heaven,  ah !  tlius,  when  day, 
With  all  its  cares,  has  passed  away. 
And  silent  hours  waft  peace  on  earth, 
And  hush  the  louder  strains  of  mirth,  — 

Thus  may  sweet  songs  of  praise  and  prayer 
To  thee  my  spirit's  offering  bear ; 
Yon  star,  my  signal,  set  on  high 
For  vesper  hymns  of  piety. 

So  may  thy  mercy  and  thy  power 
Protect  me  through  the  midnight  hour, 
And  balmy  sleep,  and  visions  blest. 
Smile  on  thy  servant's  bed  of  rest. 


LESSON     XX  Vifcl 


Month nth 92. 

First rst 123. 

Short rt 124. 

Seasons. . .  2:712 191. 

Lasts sts 158. 


Several .  .  . 

.  er.  . . . 

..9. 

Equally.  .  . 

.  a  .  .  .  . 

..4. 

Observe  .  . 

.  rv.  .  . . 

. .  12s 

Months, .  . 

.  nths  .  . 

..93. 

Eveninors . 

.  nirz. .  . 

..73. 

The  Seasons. 

December  is  the  name  of  the  last  month  in 
the  year.     During  this  month,  in  our  climate, 


INTERMEDIATE    READER.  99 

tno  days  are  the  shortest,  the  trees  are  bare, 
and  the  weather  is  cold.  The  tweiitj-iii-st  of 
December  is  called  the  shortest  day  of  the 
whole  year ;  but  several  days  after  the  twenty- 
first  are  equally  short,  so  that  it  is  only  one  of 
the  shortest  days  of  the  year. 

So  we  call  the  twenty-first  day  of  June  the 
longest  day ;  but  several  days  about  the  twenty- 
.first  are  equally  long. 

It  is  well  to  observe  the  seasons  and  months 
as  they  change.  Each  of  the  seasons,  spring, 
summer,  autumn,  and  winter,  lasts  long  enough 
to  make  the  one  that  succeeds  it  more  wel- 
come. 

How^  welcome  does  the  spring  seem  after  the 
winter,  when  the  days  are  longer  and,  the  sky 
is  clearer !  when  the  buds  of  the  trees  begin  to 
expand,  and  the  snowdrop  appears  I 

How  welcdfhe,  too,  is  the  winter  after  the 
autumn,  when  the  long  evenings  come,  and  we 
all  gather  round  the  fire,  and  tell  our-  stories, 
and  converse  or  read !  Every  season  brings  its 
pleasures. 

It  is  the  same  in  human  life.  Youth  and 
age  have  each  their  several  pleasures,  and  they 
mistake  who  say  that  one  time  of  life  is  hap- 
pier than  another.     We  change  our  pleasures. 


100 


INTERMEDIATE     READER. 


it  is   true ;    but  we  liave   an    equal  degree  of 
pleasure  in  age  and  in  youth. 


LESSON 

Changed  .  .  ndzhd. .  .  .  80. 

Health  . . .  .  Ith G2. 

Worse ....  ejs 9. 

Current.  .  .  ent S. 

Embers  . .  .  Srz 132. 


XXVIII. 

P'itness e 8. 

Breathe th 4(J. 

Window. . .  .  d 12. 

Persons snz ....  191. 

Founrf  dead 217. 


Breathing. 

When  I  take  in  my  breath,  I  inspire ;  and 
when  my  breath  goes  out,  1  respire.  The  air 
which  I  respire  is  found  to  be  changed ;  that 
is,  by  having  passed  through  the  lungs,  it  has 
lost  its  fitness  to  be  breathed  ag^n. 

Hence  it  must  be  bad  for  the  health  to 
breathe  the  air  of  crowded  rooms,  where  fresh 
air  is  excluded.  It  is  bad  to  sit  in  a  small  room 
which  has  no  chimney ;  it  is  even  worse  to 
sleep  in  a  room  where  there  is  no  chimney ; 
the  merest  flaw  in  the  window,  or  the  door  set 
open  a  little  way,  will  be  quite  enough  to 
secure  a  current  of  fresh  air. 

Persons  who  have  taken  the  embers  of  char- 


INTERMEDIATE    READER. 


101 


coal   into   their   bed-chamber,    which   had   no 
chimney  in  it,  have   been  found  dead  in  the 


mornmo:. 


LESSON    XXIX. 


Artery ter 9. 

Tube u 17. 

Kinds ndz  ....  74. 

Called Id 46. 

Crimson. .  .  .  zn 201. 


Means  . .  .  .nz 95. 

Body 6 15. 

Frame.  .  .  .fi- 205. 

Parts rts 125. 

Pulse Is 58 


Arteries  and  Veins. 

» 

Artery  means  a  tube  for  the  blood  in  the 
bodj  of  an  animal  or  insect.  There  are  two 
kinds  of  tubes  for  the  blood  in  the  human 
frame ;  the  one  kind  called  arteries,  and  the 
other  called  veins. 

The  arteries  carry  the  blood  from  the  heart 
to  all  parts  of  the  body,  and  the  veins  bring  the 
blood  from  all  parts  of  the  body  to  the  heart. 

The  [)lood  in  the  arteries  is  red  ;  in  the  veins 
it  is  crimson.  The  arteries  have  a  pulse  ;  the 
veins  nave  no  pulse. 

These  are  veins  which  1  see  in  the  back  part 
of  my  hand,  and  tliis  is  an  artery  which  I  feel 
at  my  wrist. 

10* 


wz 


INTERMEDIATE    READER. 


LESSON    XXX 


Born rn 116. 

Never er 9. 

Violets its 162. 

Used zd 166. 

Fever er 9. 

Affii^^st  ....  enst. .  .  .  88. 


Peeping.  .  . .  ing  ....  70. 

Wink ngic 81. 

Built It 00. 

Swallows.  .  .  02 12. 

Dark rk 105 

Ignorance  .  .  anse.  ...  4. 


Rememhraiices  of  Home. 

I  REMEMBER,  I  remember 

The  house  where  I  was  born ; 
The  little  window  where  the  sun 

Came  peeping  in  at  morn  ; 
He  never  came  a  wink  too  soon, 

Nor  brought  too  long  a  day ; 
But  now,  I  often  wish  the  night 

Had  borne  my  breath  away. 

I  remember,  I  remember 

The  roses,  red  and  white. 
The  violets,  and  the  lily  cups  — 

Those  flowers  made  of  light ; 
The  lilacs,  where  the  robins  built, 

And  where  my  brother  set 
The  laburnum,  on  his  birthday  — 

The  tree  is  living  yet ! 


INTERMEDIATE    READER. 


103 


I  remember,  I  remember 

Where  I  was  used  to  swing, 
And  thought  the  air  would  rush  as  fresh 

To  swallows  on  the  wing ; 
Mj  spirit  flew  in  feathers  then 

That  is  so  heavy  now. 
And  the  summer  pool  could  hardly  cool 

The  fever  on  my  brow. 

I  remember,  1  remember 

The  fir-trees,  dark  and  high ; 
I  used  to  think  their  slender  spires 

Were  close  against  the  sky : 
It  was  a  childish  ignorance  ; 

But  now,  'tis  little  joy- 
To  know  I'm  farther  off  from  heaven 

Than  when  I  was  a  boy. 


LESSON    XXXI 


ManiMt . . .  ner 9. 

Friends  . .  ndz 74, 

Contrary.  .  Tcon'tra-ry.  a. 

Jostle  .  .  .  .jos'sl 186. 

Dangerous  .  er 9. 

Readinof. .  inff 76. 


Courtesy  .  .  .  ker  ....  9. 

Told Id 46. 

Rules u 20. 

Turns rnz 118. 

Bustle si. 186. 

Person sn 190. 


104  INTERMEDIATE    READER. 

Manner  is  a  Great  Matter. 

When  you  meet  a  man  or  woman  whom 
you  know,  if  you  do  not  stop  to  speak,  you 
should  bow  or  courtesy.  This  is  civil  and 
pleasing.  Avoid  rudeness  to  passers-by  in  the 
street.  You  know,  my  young  friends,  that  it 
is  ill  bred  to  enter  a  church  or  a  school  with 
your  hat  or  cap  on  your  head  ;  and  I  think  you 
hardly  need  be  told  that  it  is  ill  bred  to  enter 
a  dwelling-house  with  your  hat  on. 

You  know  it  is  contrary  to  school  rules  to 
make  unnecessary  noise  there  ;  it  is  also  ill 
bred.  It  is  ill  bred  to  interrupt  your  school- 
mates, to  crowd  before  them,  to  tread  upon 
their  feet,  or  to  jostle  them. 

If  you  do  this  accidentally,  good  manners 
require  you  to  say,  "  I  am  sorry ;  "  or,  "  I  beg 
your  pardon."  Even  in  these  seemingly  small 
matters,  it  is  the  "  soft  answer  that  turns  away 
wrath." 

Quiet  manners  are  every  where  a  mark  of 
good  breeding,  —  at  home  and  abroad,  in  the 
house  and  in  the  street.  If  you  hear  men  or 
women  in  public  talking  much  and  loudly  of 
themselves  and  their  own  affairs,  set  tliem 
down  as  ill  bred,  however  finely  they  may  be 
dressed. 


INTERMEDIATE    READER.  105 

If  there  are  any  among  my  readers  who  are 
in  the  practice  of  jumping  up  behind  omnibuses 
and  other  carriages,  I  beg  them  to  discontinue 
it ;  for  it  is  dangerous  as  well  as  vulgar.  It  is 
a  small  fraud,  and  may  lead  to  a  greater. 

Do  not  deface  walls,  doors,  or  door-steps, 
with  writing  on  them.  It  is  ill  bred  to  shuffle 
your  feet,  to  dn-um  with  your  fingers,  to  put 
them  in  yeur  ears  or  your  mouth,  to  bite  your 
nails,  or  to  have  any  tricks  with  your  hands. 

It  is  ill  bred  to  walk  heavily,  to  slam  doors, 
to  make  any  unnecessary  bustle  or  disturbance. 

It  is  ill  bred  to  use  slang  words  or  phrases. 
Indecent  and  profane  expressions  are  some- 
thing far  worse  than  ill  bred  ;  they  indicate 
that  you  do  not  reverence  God,  nor  respect 
man.  But  they  are  also  vulgar.  Profane  and 
indecent  words  degrade  you.  If  you  respect 
yourselves,  you  will  not  use  such  language,  nor 
will  you  listen  to  it. 

It  is  ill  bred,  uninvited,  to  look  over  a  person 
who  is  writing,  or  reading  a  book  or  a  paper, 
or,  without  special  reason,  to  speak  to  a  person 
so  occupied,  or  to  take  up  another's  book, 
paj)er,  or  pen,  without  leave. 

It  is  ill  bred  and  bad  taste  to  speak  too  loud, 
or  too  fast,  or  too  much  ;  and  good  manners  is 


106 


INTERMEDIATE    READER, 


it,  to  look  the  person  speaking  to  you  in  the 
eye,  and  to  listen  attentively. 


LESSON    XXXII. 


Round ncl. . .  .  73. 

Whirl erl...  109. 

Glittering.  .  .  ter .  . .  9. 
Solemn e 8. 


Elves Ivz. 

Spray spr. 

Pearls rlz. 

Temples.  .  .ph. 


.64. 
.  212. 
.  HI. 
.184. 


Winter. 

The  merry  snow,  the  merry  snow. 
How  round  and  round  the  white  flakes  go  ! 
Like  little  winged  elves  they  fly, 
hi  frolic  dance,  so  wild  and  high. 


It  makes  me  laugh  to  see  them  whirl 
Round  every  spray  a  spiral  curl. 
And  build  a  tower  on  every  jut, 
And  on  each  post  a  night-cap  put. 

And  when  his  rays  the  sun  unfurls. 
And  shows  the  ghttering  rows  of  pearls 
Hung  round  the  trees  in  grand  array, 
Old  Winter  gives  a  gala  day. 


INTERMEDIATE    READER. 


107 


We'll  honor  him  with  solemn  show, 
And  build  him  temples  all  of  snow  — 
Bring  icicles  for  offerings, 
For  soon  March-wind  his  requiem  sings. 


.  LESSON    XXXIIl. 


Summers  . . .  merz  ...  9. 
Grieved  .  ...  vd ....  ^  163. 

Speaking .  .  .ng 76. 

Fatigued  .  .  .  tegd.  .  .  .  145. 

Lessons  ....  snz 19L 

Learned.  . .  .  rnd 117. 


Forget e 8. 

Certainly.  .  .tin  .  .  .  .\\. 

Sports rts 125. 

Amusement,  e 8. 

Elands  ....  ndz ....  74. 
Rambled  ..  .hid 168. 


The  Long  Play-Day. 

"  O  MOTHER,"  said  Ned  Willis,  one  bright 
summer's  morning,  as  he  ran  down  stairs  with 
his  little  sail-boat  in  his  hand  —  "  O  mother,  do 
let  me  play  all  day  to-day.  I  want  to  sail  rny 
boat,  and  fly  my  kite,  and  do  a  great  many 
other  things," 

"You  forget,  my  child,"  said  Mrs.  Willis, 
"  that  your  teacher  will  expect  you  at  school." 

"  School !  Dear  me,  that  old  school !  1 
wish  there  were  no  such  word  as  school,  — 
t-k-u-l-e.,  school.     I  wonder  what  such  places 


108  INTERMEDIATE    READER. 

were  ever  made  for,"  muttered  Ned,  with  a 
very  cross  look. 

"  To  teach  yon  to  spell  better  than  you  do 
now,"  said  his  mother,  "  and  to  be  more  obe- 
dient and  industrious.  You  have  often  grieved 
me,  Edward,  with  your  wish  to  stay  from 
school,  and  play.  To-day,  I  will  grant  your 
wish,  as  a  punishment. 

"You  must  not  go  to  school,  nor  do  any 
work  to-day.  Go  and  play  in  the  fields,  spend 
your  time  in  any  way  you  like  ;  only  remem- 
ber, you  must  not  do  any  thing  which  can  in- 
jure another.  Be  careful  to  commit  no  other 
sin  than  wasting  your  time,  for  that  is  certainly 
enough,  and  you  will  find  that  it  brings  with  it 
its  own  unhappiness." 

Edward  waited  only  till  his  mother  ceased 
speaking,  and  then  he  bounded  away  into  the 
fields  and  woods,  followed  by  his  faithful  Ponto. 
He  could  not  believe  it  possible  that  he  would 
be  less  happy  at  play  than  at  school,  and  was 
almost  overjoyed  to  think  his  mother  had  given 
him  so  much  time  for  his  sports. 

"  What  a  nice  punishment !  "  said  he  to  him- 
self, "  to  play  all  the  long  day,  and  not  have  a 
lesson  to  recite !  I  would  be  naughty  very 
often,   if  I   could    get   punished   in    this   way 


INTERMEDIATE    READER.  l?9 

always.  But  I  wisli  the  other  boys  were  here 
to  play  with  me." 

The  morning  passed  rapidly  away  amid  his 
sports ;  bat,  before  noon,  he  began  to  be 
fatigued.  He  had  watched  his  little  boat, 
played  with  his  ball,  trundled  his  hoop,  and 
chased  butterflies,  until  play  had  ceased  to  be 
amusement.  Even  flying  his  kite,  which  before 
had  seemed  a  never-faihng  resort,  now  seemed 
wearisome  ;  and  Ponto  was  nearly  as  tired  as 
his  young  master. 

Edward  sat  listlessly  down  in  the  shade,  and 
began  to  think  what  a  long  time  must  pass 
before  night.  He  had  usually  so  much  to  do, 
so  many  lessons  to  learn,  and  so  many  little 
errands  to  do  for  liis  friends,  that  the  hours 
passed  rapidly  away.  Now  it  seemed  as  if  it 
never  would  be  night. 

When  he  went  home  to  dinner,  he  felt  a 
secret  wish  that  his  mother  would  propose  his 
going  to  school  in  the  afternoon  ;  but  he  did  not 
like  to  ask  her,  and  she  wisely  thought  it  was 
better  for  him  to  stay  away,  until  he  had  learned 
how  great  a  blessing  it  was  to  attend. 

"  Do  you  not  wish  me  to  do  some  message 
for  you,  mother  ?  "  said  he,  after  dinner. 

"  No,  Edward  ;  this  is  your  play-day  ;  enjoy 
it  as  much  as  possible,"  said  his  mother,  gravely. 
10 


110 


INTERMEDIATE    READER. 


Edward  turned  sadly  away,  and  rambled 
back  to  tlie  field  with  very  different  feelings 
from  those  with  which  he  started  in-the  morn- 
ing. 

He  had  been  an  idle  boy ;  he  had  grieved 
his  parents  often  by  teasing  to  stay  at  home 
when  he  should  be  at  school ;  and  once  or 
twice  had  even  been  so  wicked  as  to  play 
truant.  But  now  he  felt  as  if  he  would  be 
glad  to  get  back  to  school.  He  seated  himself 
beneath  a  large  oak-tree,  and  there  remained 
through  the  afternoon. 


LESSON    XXXIV. 


Fatigue teg  ....  7. 

Aroused  .  .  . .  zd 166. 

Moment .  .  . .  e 8. 

Surprised.  .  .  se?* 9. 

Convinced .  .  nst 88. 

Forgotten.  - .  d 15. 


Whistling  ..si 186. 

Next ksf 149. 

Arm rm 113 

Get e 8. 

Pleasant .  . .  aiit 4. 

Over ver 9. 


Haio  the  Long  Play-Day  ended. 

Fortunately,  Edward's  fatigue,  together 
with  the  heat  of  the  day,  made  him  feel 
sleepy,  and  he  spent  an  hour  or  two  of  the  tmie 


INTERMEDIATE    READER.  Ill 

in  a  deep  slumber ;  but,  even  with  whistling, 
singing,  and  flinging  stones  into  the  river,  he 
found  the  time  passed  slowly. 

He  was,  at  length,  aroused  by  a  glad  voice 
among  the  trees  and  bushes  near,  singing, 
"Away  to  school !  " 

"  There's  Willie  Ashton,"  he  exclaimed,  with 
sudden  joy,  springing  up  to  meet  his  playmate. 

The  next  moment,  William  Ashton  came 
up,  with  a  light  step,  bearing  a  basket  of 
flowers  on  his  arm.  He  was  a  noble-looking 
lad,  some  years-  older  than  Edward,  and  with  a 
much  more  thoughtful  countenance.  He  looked 
surprised  when  he  saw  Edward,  and  said,  with 
a  very  serious  voice,  "  Why,  Ned,  I  am  sorry  to 
see  you  here.  Why  have  you  not  been  to 
school  to-day?" 

"  O,  mother  gave  me  leave  to  go  and  play," 
said  Ned,  looking  quite  ashamed. 

"  Well,"  said  William,  "  I  cannot  think  you 
have  enjoyed  it  as  much  as  if  you  had  been 
at  school.  We  had  a  first-rate  time  at  recess 
to-day.  Then,  too,  we  all  had  good  lessons, 
and  our  teacher  praised  us,  and  looked  so 
happy !  And  see,  1  have  filled  my  basket  with 
flowers  for  sister  Jane.  You  know  she  has 
been  sick,  and  I  get  her  some  every  night  as  1 
go  home,  they  please  her  so  much." 


112  intermkdiatj:  header. 

"  I  wisli  I  was  as  good  a  boy  as  you  are, 
William,"  said  Ned,  thoughtfully. 

"  I  did  not  love  study  any  better  than  you 
now  do,  until  after  I  began  to  attend  Sabbath 
school,"  said  William.  "  My  teacher  there 
talked  with  me  about  it,  and  told  me  God  had 
given  me  a  mind  that  I  might  get  knowledge, 
and  I  ought  to  use  it  for  some  good  purpose. 
Then  I  determined  to  try,  and  now  I  love  to 
attend  school,  and  learn  all  I  can." 

"But  I  never  attended  Sabbath  school," 
said  Ned  ;  "  I  always  thought  it  was  a  dull 
place,  and  it  was  bad  enough  to  have  to  go  to 
school  other  days." 

"  That  is  a  mistake,"  replied  William  ;  "  and, 
if  you  will  go  with  me  next  Sabbath,  you  will 
be  convinced  it  is  very  pleasant." 

I  have  not  room  to  write  down  all  they  said. 
William  talked  long  and  earnestly  with  his 
young  companion,  while  the  hoop  and  kite 
were  forgotten,  and  Ponto  stood  by,  looking  as 
if  he  understood  every  word. 

Edward  was  soon  a  happy  Sunday-school 
boy.  When  he  was  old  enough,  he  became  a 
teacher  in  the  same  school ;  and  now  he  is  a 
minister  of  the  gospel,  preaching  in  a  town 
near  by. 

He  often  walks,  with  William  Ashton,  to 


INTERMEDIATE    READER. 


113 


the  place  where  they  met  that  summer  day, 
and,  as  they  talk  over  their  boyhood's  hours, 
he  thanks  William,  again  and  again,  for  per- 
suading him  to  attend  the  pleasant  Sabbath 
school. 


LESSON    XXXY. 


Evening  .  . 
Wandered 
Dwellings. . 
Minstrel's. . 
Shrill 

•  ng.  . 
.  derd 

■  »gz  ■ 
.  strelz 
.  shr.  . 

..76. 
.  -.  99. 
..78. 
.  .  65. 
.  .210. 

Mountains  . 
Spread  .  .  .  . 
Sounds . .  .  . 
Whistle  .  .  . 

Lark's 

Durst 

Mirth 

m-Side. 

.  finz . 
.  spr . 
.  ndz. . 
.si... 
.  rics .  . 
.  rst  .  . 
.  rth  . . 

..11. 
.212 

.  74. 

. .  186 

.  106 

Listened. .  . 
Inwards .  ... 

.  S7ld  . 

.  rdz. . 

.  .  192. 
.  .  100. 

..123 
.  126 

The  Se 

One  evening,  as  the  sun  went  down. 
Gilding  the  mountains  bare  and  brown, 

I  wandered  on  the  shore ; 
And  such  a  blaze  o'er  ocean  spread, 
And  beauty  on  the  meek  earth  shed, 

I  never  saw  before. 


I  was  not  lonely  ;  dwellings  fair 
Were  scattered  round  and  shining  there  ; 
10* 


114  INTERMEDIATE    READER. 

Gay  groups  were  on  the  green 
Of  children,  wild  with  reckless  glee, 
And  parents  that  could  childlike  be 

With  them  and  in  that  scene. 

And  on  the  sea,  that  looked  of  gold, 
Each  toj-like  skiff  and  vessel  bold 

Glided,  and  yet  seeme'd  still ; 
While  sounds  rose  in  the  quiet  air. 
That,  mingling,  made  sweet  music  there, 

Surpassing  minstrel's  skill ;  — 

The  breezy  murmur  from  the  shore, 
Joy's  laugh  reechoed  o'er  and  o'er 

Alike  by  sire  and  child. 
The  whistle  shrill,  the  broken  song, 
The  far-off  flute-notes  lingering  long, 

The  lark's  strain  rich  and  wild. 

I  looked,  I  listened,  and  the  spell 
Of  music  and  of  beauty  fell 

So  radiant  on  my  heart, 
That  scarcely  durst  I  really  deem 
What  yet  I  would  not  own  a  dream, 

Lest,  dream-like,  it  depart. 

'Twas  sunset  in  the  world  around ; 
And,  looking  inwards,  so  I  found 


INTEKMEDIATE    READER. 


115 


'Twas  sunset  in  the  soul ; 
Nor  grief  nor  mirth  was  burning  there, 
But  musings  sweet,  and  visions  fair, 

In  placid  beauty  stoic. 

But  moods  like  these,  the  human  mind, 
Though  seeking  oft,  may  seldom  find. 

Or,  finding,  force  to  stay ; 
As  dews  upon  the  drooping  flower. 
That,  having  shone  their  little  hour. 

Dry  up,  or  fall  away. 

But,  though  all  pleasures  take  their  flight, 
Yet  some  will  leave  memorials  bright 

For  many  an  after  y-ear ; 
This  sunset,  which  dull  night  will  shade. 
These  visions,  that  must  quickly  fade. 
Will  half-immortal  memory  braid 

For  me,  when  far  from  here. 


LESSON 

Watery  . . 

..ter 9. 

Morals.  .  . 

. .  alz 65. 

Borrow  .  . 

..ro 12. 

Rules  .  .  . 

..u 20. 

Regard.  . 

..rd 99. 

Born.  .  .  . 

.rn 116. 

XXXVI. 

Links nglis  ....  82. 

Wisest.  .  .  .  est 8. 

Certain.  .  .  ser 9. 

Property.  .  er 9. 

Reasons  .  ,  snz 191. 

Giver er 9. 


116  INTERMEDIATE     READER. 

Lesser  Morals. 

"  Despise  not  little  sins  ;  the  gallant  ship  may  sink, 
Thougli  only  drop  by  drop  the  watery  tide  it  drink." 

There  are  connecting  links  between  man- 
ners alid  those  virtues  sometimes  called  the 
lesser  morals. 

Some  persons  will  saj  to  you,  "  Neither  a 
borrower  nor  a  lender  be."  But  the  wisest 
teacher  and  the  surest  guide  says,  "From 
him  that  would  borrow  of  thee,  turn  not 
away."  And  surely  it  is  better  to  be  a  loser 
by  the  confidingness  of  borrowing  and  the  gen- 
erosity of  lending,  than  to  become  selfish  and 
unsocial. 

Observe  certain  rules  in  borrowing.  Bor- 
row seldom,  and  return  punctually.  Be  care- 
ful in  no  way  to  injure  the  property  you  bor- 
row. You  cannot  cultivate  a  too  sacred  regard 
to  the  rights  of  property. 

In  refusing  an  application,  give  your  reasons, 
but  speak  gently.  This  speaking  gently  will 
do  much  for  your  peace  and  happiness  in  life. 
There  is  hardly  a  disposition  so  rough,  a  tem- 
per so  hot  and  hasty,  that  it  cannot  Ibe  softened 
and  pacified  by  gentleness. 

Let  me  entreat  you  to  observe  the  lesser 
morals,   as  well   as  good    manners   at  home. 


INTERMEDIATE    READER. 


117 


They  should  grow  in  the  home  field ;  and, 
if  practised  there,  they  will  become  habits  — 
sitting  so  naturally  and  gracefully  on  you,  that 
it  will  seem  as  if  they  were  born  with  you. 

When  you  receive  a  favor,  small  or  great,  do 
not  omit  some  suitable  expression  of  gratitude 
for  it.  A  gift,  however  small  the  value,  implies 
kindness  in  the  giver,  and  therefore  should  call 
forth  a  grateful  feeling,  and  the  grateful  feeling 
should  be  expressed. 

You  may  not  be  rich;  you  may  not  have 
one  penny ;  but  you  all  have  opportunities  of 
doing  small  kindnesses ;  and  these,  after  all, 
make  up  the  sum  of  life. 


LESSON    XXXVII. 


Acts Ids 151. 

Street sir 213. 

Answered  .  .  serd ....  9. 

Dozen zn 201. 

Raleigh's  .  .  a 3. 


Asked sht 154. 

Said sed 8. 

Perplexed.  .Test 149. 

Begged. .  .  .  gd 145. 

Courtesy  .  .  ker 9. 


Lesser  Morals.  —  Acts  of  Kindness. 

If  you  are  asked  for  a  direction  on  a  coun- 
try road,  or  in  a  city  street,  give  it  carefully, 


118  INTERMEDIATE    READER. 

and  as  accurately  as  you  can,  and  give  it 
civilly. 

A  woman  met  three  boys  in  Broadway,  near 
Pearl  Street.  They  were  coming  from  school. 
"Can  you  tell  me,"  she  asked,  "the  way  to 
Vandain  Street  ?  " 

One  looked  up  in  her  face,  and  made  no 
reply.  The  second  ran  on,  kicked  up  his  heels, 
and  shouted,  "  Vandam  Street,  hey.  Bill ! " 
The  third  stopped,  and  said,  "  Turn  down 
Pearl  Street,  and  go  on  till  you  come  to  Van- 
dewater  Street.  It  must  be  Vandewater  Street 
you  want,  because  Vandam  Street  is  up  town." 

"  Which  is  Pearl  Street  ?  "  asked  the  woman. 
"  The  second  or  third  street  from  here,"  he  an- 
swered ;  "  you  will  see  the  name  on  the 
corner." 

"  Thin  I  am  niver  the  one  that  can  read  it," 
she  said  ,•  "  and  my  sister  will  be  dead  before 
I  get  to  her." 

The  boy  saw  that  the  poor  woman  w^as  dis- 
tressed and  perplexed,  and  he  said  kindly,  "  I 
will  show  you  the  way."  And  he  actually 
turned  back,  and  went  with  her  to  the  cornei 
of  Vandewater  Street.  * 

This  was  no  great  action,  but  it  showed  the 
boy  kind  and  unselfish.  It  was  never  for- 
gotten. 


INTERMEDIATE    READER.  119 

The  streets  are  now  filled  with  meltino; 
snow,  and  the  gutters  obstructed  and  over- 
flowed. A  lady  was  standing  at  a  corner  yes- 
tecday,  past  which  a  stream  of  water  rushed,  so 
wide  that  she  could  not  step  over  it.  Half  a 
dozen  boys  stood  at  the  opposite  corner,- laugh- 
ing at  her  dilemma. 

One  of  them  stepped  from  among  his  com- 
panions, and,  too  manly  to  care  for  their  laugh, 
took  a  board  that  was  lying  over  the  gutter 
where  he  stood,  carried  it  across  the  street,  laid 
it^dowir  for  the  lady  to  pass  over,  brought  it 
back,  and  landed  her  on  the  walk  near  the 
boys.  They  walked  so  quietly  away,  that  1 
trust  the  gentlemanly  conduct  of  their  compan- 
ion did  them  good. 

Last  winter,  an  elderly  lady  met  with  a  sim- 
ilar obstruction.  A  laboring  man  was  passing. 
There  was  no  plank  at  hand.  He  set  his  foot 
in  the  water  for  a  stepping-place,  and,  extend- 
ing his  hand  to  her,  begged  her  to  put  her  foot 
on  his. 

You  may  have  heard  of  Sir  Walter  Raleigh's 
gallantry  to  Queen  Elizabeth  —  how  he  threw 
tfle  cloak  from  his  shoulders  into  the  mud  for 
her  to  step  upon.  We  think  our  American  la- 
borer's courtesy  exceeded  even  Sir  Waltef 
Raleigh's. 


120 


INTERMEDIATE    READER. 


1  will  give  jou  one  more  example,  my  young 
friends,  of  the  courtesy  I  wish  you  to  adopt. 

I  saw  yesterday  two  boys,  just  let  out  of  a 
public  school,  running  into  Washington  Park. 
One  was  pursuing  the  other.  The  fust  pushed 
past  a  lady,  who  was  just  entering  the  gate, 
and  let  the  gate  slam  after  him.  The  other 
boy,  apparently  not  less  eager,  opened  the  gate, 
and  held  it  open  till  the  lady  had  passed 
through.  The  boy  was  off  before  the  lady  had 
time  to  thank  him. 


LESSON    XXXVIII. 


Mourner  . 

.  rn. . .  . 

..116. 

Smiled  . 

...Id... 

.46. 

Used 

.zd.  .. 

.  .  166. 

'Join  .  .  . 

.  .  .  oi. .  . 

.21. 

Observed. . 

.  rvd.  .  . 

.  .  129. 

Hollow . 

...16... 

.12. 

Next 

.  Jest.  .  . 

. .  149. 

Morn  .  . 

.  . .  rn.  . 

.116 

Again  . . . . 

.  en.  . . 

..8. 

Tears.  . 

.  .  .  rz.    . 

.132 

The  Young  Mourner. 


Leaving  her  sports,  in  pensive  tone, 
'Tw^as  thus  a  fair,  young  mourner  said : 

"  How  sad  we  are  now  w^e're  alone  ! 
I  wish  my  mother  was  not  dead. 


INTERMEDIATE    READER.  121 

•'  I  can  remember  she  v/as  fair, 

And  how  she  kindly  looked  and  smiled ; 
When  she  would  fondly  stroke  my  hair, 

And  call  me  her  beloved  child. 

"  Before  my  mother  went  away, 
You  never  sighed  as  now  you  do  ; 

You  used  to  join  us  at  our  play. 
And  be  our  merriest  playmate  too. 

''  Father,  I  can  remember  when 
1  first  observed  her  sunken  eye, 

And  her  pale,  hollow  cheek  ;  and  then 
I  told  my  brother  she  would  die. 

"  And  the  next  morn  they  did  not  speak, 

But  led  us  to  her  silent  bed  ; 
They  bade  us  kiss  her  icy  cheek. 

And  told  us  she  indeed  was  dead. 

"  O,  then  I  thought  how  she  was  kind, 
My  own  beloved  and  gentle  mother ; 

And  calling  all  I  knew  to  mind, 

I  thought  there  ne'er  was  such  another. 

"  Poor  little  Charles  and  I,  that  day, 
We  sat  within  our  silent  room  ; 

But  we  could  neither  read  nor  play  ; 
The  very  walls  seemed  full  of  gloom. 
11 


122 


INTERMEDIATE    READER. 


"  I  wish  my  mother  had  not  died  ; 

We  never  have  been  glad  since  then . 
They  say,  and  is  it  true,"  she  cried, 

"  That  she  can  never  come  again  ?  " 

The  father  checked  his  tears,  and  thus 
He  spoke  :  "  My  child,  they  do  not  err, 

Who  say  she  cannot  come  to  us  ; 
But  you  and  I  may  go  to  her. 

"  Remember  your  dear  mother  still, 
And  the  pure  precepts  she  has  given ; 

Like  her,  be  humble,  free  from  ill. 

And  you  shall  see  her  face  in  heaven  " 


LESSON    XXXIX. 


Sparkled  . .  kid. 
Large.  . 
Hurrah. 
Length. 
Fellow . 


.  .  7'dzh. 

.  . .  a  .  .  . 

.  .  ngth. 

..16.  .. 


180. 

103. 

2. 

80. 

12. 


Crossings. . 

.  ngz. . 

..78. 

Reversed. . 

.rst.  . 

. .  123. 

Pebbles  .  . 

.  biz.  . 

..169 

Umbrella . 

.  e. . . . 

..8. 

Leaves .  . . . 

.vz... 

..164 

TTie  Perfect  Gentleman. 

One  afternoon,  in  spring,  there  had  been  a 
sudden  gust  of  wind  and   a  slight  shower  of 


INTERMEDIATE    HEADER.  123 

rain.  It  soon  passed  over ;  the  sun  shone  out 
brightly,  and  the  rain-drops  sparkled  like  dia- 
monds upon  the  trees  of  Boston  Common. 

The  Boston. boys  love  the  Common,  and  well 
they  may ;  for  where  could  they  find  a  more 
glorious  play-ground  ?  During  the  shower,  the 
boys  had  taken  shelter  under  the  trees.  As  soon 
as  it  had  passed,  they  resumed  their  amuse- 
ments. 

On  one  of  the  crossings,  or  walks,  appeared 
a  small,  plainly-dressed  old  woman,  with  a  cane 
in  one  hand,  and  a  large,  green  umbrella  in  the 
Other.  She  was  bent  with  age  and  infirmity, 
and  walked  slowly.  The  green  umbrella  was 
open,  and  turned  up  in  the  most  comical  man- 
ner. The  wind  had  suddenly  reversed  it,  with- 
out the  knowledge  or  consent  of  the  old  lady, 
and  she  now  held  it  in  one  hand,  like  a  huge 
flower  with  a  long  stalk. 

"  Hurrah  !  hurrah  !  "  cried  one  of  the  boys, 
pointing  to  the  umbrella  ;  "  mammoth  cabbages 
for  sale  !  mammoth  cabbages  !  " 

The  whole  rabble  of  boys  joined  in  the  cry, 
and  ran  hooting  after  the  poor  old  woman. 
She  looked  around  at  them  with  grave  wonder, 
and  endeavored  to  hasten  her  tottering  foot- 
steps. 

They  still  pursued  her,  and  at  length  began 


124  INTERMEDIATE    HEADER. 

pelting  with  pebbles  the  upstanding  umbrella; 
some  crying,  "  Mammoth  cabbages !  "  and 
others,  "  New-fashioned  sunshades  !  " 

She  turned  again,  and  said,  with  tears  in  her 
eyes,  "  What  have  I  done,  my  little  lads,  that 
you  should  thus  trouble  me  ?  " 

"  It  is  a  shame,"  said  a  neatly-dressed,  fine- 
looking  boy,  who  rushed  through  the'  crowd  to 
the  rescue  of  the  poor  woman. 

"Madam,"  said  he,  "your  umbrella  has 
turned  in  the  wind  ;  will  you  allow  me  to  close 
it  for  you  ?  " 

"  Thank  you,"  she  replied.  "  Then  that  is 
what  those  boys  are  hooting  at.  Well,  it  does 
look  funny,"  added  she,  as  she  looked  at  the 
cause  of  their  merriment.  The  kind-hearted 
boy  endeavored  to  turn  it  down,  but  it  was  no 
easy  task  ;  the  whalebones  seemed  obstinately 
bent  upon  standing  upright. 

The  boys  changed  the  object  of  their  attack, 
and  the -pebbles  rattled  like  hail  upon  the  manly 
fellow  who  was  struggling  to  relieve  the  poor 
woman  from  her  awkward  predicament. 

"  You  are  a  mean  fellow  to  spoil  our  fun," 
said  they,  "  but  you  can't  do  it ;  cabbage  leaves 
will  grow  upwards," 

He,  however,  at  length  succeeded,  acd,  clos- 


INTERMEDIATf:    READER.  125 

ing  the  troublesome  umbrella,  handed  it  to  the 
old  woman  with  a  polite  bow. 

"  Thank  you,  thank  you  a  thousand  times, 
sir,"  said  she  ;  "  and  I. should  like  to  know  your 
name,  that  I  may  repay  you  whenever  I  can 
find  an  opportunity." 

"  By  no  means,"  replied  he;  "  I  am  happy  to 
have  rendered  you  this  trifling  service ; "  and 
he  walked  away.  "  Well,"  said  she,  "whoever 
you  are,  your  father  and  mother  have  reason  to 
be  proud  of  you,  for  you  are  a  gentleman  —  a 
perfect  gentleman." 


LESSON    XL. 


Loving ng.  .....  70. 

Word erd 09. 

Forget e 8. 


Children. .  .  clren 204. 

Quarrel  ...  a 5. 

Grant gr S'OtJ 


Brotherly  Love. 

The  God  of  heaven  is  pleased  to  see 
A  little  family  agree, 
And  will  not  slight  the  praise  they  bring, 
When  loving  children  join  to  sing. 
11* 


126  INTERMEDIATE    READER. 

For  love  and  kindness  please  him  more 
Than  if  we  give  him  all  our  store  ; 
And  children  here,  who  dwell  in  love, 
Are  like  his  happy  ones  above. 

The  gentle  child,  that  tries  to  please,  — 
That  hates  to  quarrel,  fret,  and  tease, 
And  would  not  say  an  angry  word,  — 
That  child  is  pleasing  to  the  Lord- 

Great  God,  forgive,  whenever  we 
Forget  thy  will  and  disagree  ; 
And  grant  that  each  of  us  may  find 
The  sweet  delight  of  being  kind. 


LESSON    XLI 


Perhaps.  . .' .  .per 9. 

Discovered  . .  erd 99. 

Depends  ....  ndz 74. 

Whilst ht 59. 


Vineyard .  .  .  z 11. 

Gathers  ....  a 4. 

Thirst erst.  .  .  123. 

General .  .  .  .  ir 9 


Selfishness  Unsocial. 

There   is,  perhaps,  no  vice  which  is   soonei 
discovered  by  the  world,  or,  when  discovered, 


INTERMEDIATE    READER.  127 

more  detested,  than  selfishness.  Placed,  as  we 
are,  in  a  world  where,  but  by  the  assistance  of 
others,  we  can  expect  neither  enjoyment  nor 
happiness,  how  monstrous  appears  such  a  vice  ! 

A  boy  accompanied  his  father  into  the  vine- 
yard. He  there  discovered  a  bee  in  a  spider's 
web.  The  spider  was  already  preparing  to  kill 
the  bee.  But  the  boy  liberated  the  bee,  and 
destroyed  the  web  of  the  spider. 

The  father  of  the  boy,  who  saw  it,  inquired, 
"  How  can  you  esteem  the  instinct  and  dexter- 
ity of  this  animal  so  little  as  to  destroy  its  web, 
on  which  so  much  skill  and  labor  have  been 
bestowed  ?  Did  you  not  observe  with  what 
beauty  and  regularity  the  tender  threads  were 
arranged  ?  How  can  you,  then,  at  the  same 
.time,  be  so  compassionate  and  yet  so  severe  ?  " 

The  boy  replied,  "  Is  not  the  ingenuity  of 
the  spider  wicked  ?  Does  it'not  tend  to  kill  and 
destroy  ?  But  the  bee  gathers  honey  and  wax 
in  its  hive.  Therefore  I  liberated  the  bee,  and 
destroyed  the  web  of  the  spider." 

The  father  commended  the  Judgment  of  in- 
genuous simplicity,  which  condemns  the  bright 
cunning  that  springs  from  selfishness  and  aims 
at  mischief  and  ruin. 

"  But,"  continued  the  father,  "  perhaps  you 
have  etill  done  injustice  to  the  spider.     See,  Jt 


128  INTERMEDIATE    HEADER. 

defends  our  rich  grapes  from  the  flies  &Aid 
wasps,  with  the  web  which  it  spins  over 
them." 

"  Does  it  do  this,"  inquired  the  boy,  "  to 
protect  the  IVuit,  or  rather  to  satisfy  its  own 
thirst  for  blood  ?  " 

"  True,"  answered  the  father,  "they  concern 
themselves  but  little  about  the  grapes." 

"  O,"  said  the  boy,  "  the  good  which  they 
practise  without  designing  it,  is  of  no  value. 
A  good  motive  is  all  that  makes  a  good  action 
estimable  and  lovely." 

"Very  true,"  said  the  father;  "our  thanks 
are  due  to  God,  who  knows  .how  to  employ 
what  is  vicious  and  unfriendly  in  the  preserva-' 
tion  of  what  is  good  and  useful." 

Then  the  boy  inquired,  "  Why  does  the  spi- 
der sit  alone  in  its  web,  whilst  the  bees  live  to- 
gether in  social  union,  and  work  for  general 
good?  .  Thus  the  spider  ought  to  make  a  large 
common  net." 

"  Dear  child,"  rephed  the  father,  "wmm'can, 
with  safety,  unite  only  in  a  noble  design.  The 
alliance  of  wickedness  and  selfishness  ca.a'es 
the  seed  of  ruin  in  itself." 


INTERMEDIATE    READER.  129 


LESSON    XLII. 

'Neath .  . . 

..th 40. 

Going  .  .  .  . 

.ng... 

..7C. 

Before .  .  . 

..e 7. 

Swallows  . 

.6z.  , . 

..12. 

Seek'st  .. 

. .  lest 149. 

Ask 

.  sk.  . . 

..152 

Voices  from  Nature. 

CHILD. 

River,  river,  stop  and  tell  me, 
Whither  going  with  such  speed  ? 

RIVER. 

No,  I  cannot  stop,  for  onward 
I  must  go,  the  sea  to  feed. 

I  am  one  with  many  others,  — 
To  the  same  great  deep  we  go, 

Pouring  into  it  forever  ; 
Yet  it  doth  not  overflow. 

CHILD. 

Little  brook,  stay  still  a  moment. 
Dancing  'neath  the  summer  sun, 

With  such  sweet  and  pleasant  music ; 
Tell  me,  whither  do  you  run  ? 

BROOK. 

I  am  hastening  to  the  river, 
And  I  cannot  longer  stay  : 


I    »'0  INTERMEDIATE    HEADER. 

I  am  one  with  many  others, 
Who  must  feed  it  day  by  day. 

CHILD. 

Little  rill,  which  down  the  mountain, 
Like  a  silver  thread,  dost  flow. 

Tell  me  now,  before  you  leave  me. 
Why  you  are  in  haste  to  go. 

RILL. 

Downward,  downward,  little  maiden. 

Is  a  voice  that  bids  me  speed. 
Where  a  little  brook  is  waiting. 

Which  my  limpid  drops  must  feed. 
[  am  one  with  many  others,  * 

And  when  spring's  first  hours  awake, 
Into  life  and  motion  springing. 

To  the  plains  our  course  we  take. 

CHILD. 

ilain-drops,  which  so  fast  are  falling,  — 
Patter,  patter  on  the  ground, — 

Much  I  love  to  stand  and  watch  you ; 
Much  I  love  your  merry  sound ; 

But,  I  pray  you,  stop  and  tell  me, 
On  what  mission  are  you  bound  ''- 


INTERIHEDIATE    READER.  131 

RAIN. 

Humble  as  my  mission  seemeth, 
Maiden,  to  your  thoughtful  eye, 

Yet  for  good,  by  God's  appointment, 
Drop  by  drop,  I  fall  from  high  ; 

And,  without  me,  mightiest  rivers 
Soon  would  leave  their  channels  dry 

Musing,  then,  the  little  maiden 

Inward  for  a  moral  turned ; 
Where,  to  light  the  spirit-temple. 

Truth  upon  the  altar  burned. 
"  Rain,"  she  said,  "  from  heaven  descending, 

Feeds  the  little  mountain  rill : 
Onward,  onward,  all  are  hastening, 

Never  for  a  moment  still. 
Rill,  and  brook,  and  mighty  river. 

All  to  the  deep  ocean  go ; 
All,  the  thirsty  ocean  swallows, 

Yet  it  doth  not  overflow." 

Child,  that  seek'st  from  this  a  moral, 
Ask  of  truth,  and  thou  shalt  know. 


132  INTERMEDIATE    READER. 


LESSON    XLIII. 


Coming hig 7G. 

Don't 6 12. 

Truth n 20. 


Nothing 6 IC, 

Just u 18 

Repaired  .  .  .  .  rd.   ....  99. 


The  Tivo  Gardeners. 

Two  gardeners,  who  were  neighbors,  had 
their  crops  of  early  peas  killed  by  the  frost. 
One  of  them  came  to  condole  with  the  other 
on  their  misfortune. 

"  Ah  !  "  cried  he,  "  how  unfortunate  we  have 
been,  neighbor  !  Do  you  know,  I  have  done 
nothing  but  fret  ever  since  ?  But,  ho'^  is  this  ? 
you  seem  to  have  a  fine,  healthy  crop  coming 
up  just  now.     What  are  these  ?  " 

"  These  !  "  cried  the  other  gardener  ;  "  why, 
these  are  what  I  sowed  immediately  after  my 
loss." 

"  What !  coming  up  already  ? "  cried  the 
fretter. 

"  Yes,  while  you  were  fretting,  1  was  work- 
ing." 

"  What !  and  don't  you  fret  when  you  have 
a  loss  ?  " 

^'  Yes,  but  1  always  put  it  off  until  I  have 
repaired  the  mischief." 


INTERMEDIATE    READER.  133 

"  Why,  then  you  have  no  need  to  fret  at 
all." 

"  True,"  replied  the  industrious  gardener, 
"  and  that  is  the  very  reason  for  putting  it  off; 
in  truth,  it  is  very  pleasant  to  have  no  longer 
reason  to  think  of  misfortunes  ;  and  it  is  aston- 
ishing how  many  might  be  repaired  by  a  little 
alacrity  and  energy." 


LESSON    XLIY, 


[In  eachf  of  the  following  sentences,  the  words  in  Italics 
are  contrasted  ;  the  one  begins  with  the  aspirate  h,  the 
other  does  not.  The  pupil  should  be  careful  to  sound 
the  h  distinctly  whenever  it  occurs  in  these  Exercises.] 

Exercise  on  Aspiration. 

In  the  ardor  of  a  race,  a  horse  is  likely  to 
run  harder  than  when  he  is  only  exercising. 

He  must  be  heartless  who  would  wrong  an 
artless  child. 

A  sailor  is  used  to  cry  out,  "  Haul  away," 
and  a  cobbler  to  work  with  an  awl. 

The  sharper  an  axe  is,  the  cleaner  it  cuts ; 
the  blunter  it  is,  the  more  it  hacks. 
12      ^ 


134  INTERMEDIATE    READER. 

Many  a  city-bred  man  would  be  too  great  a 
coward  to  pass  tlu'ough  a  field,  in  which  cattle 
were  grazing  ;  while  the  cowherd  does  it  daily 
without  thinking  of  danger. 

A  good  girl  may  err  through  ignorance  ;  but 
then  she  will  be  ready  to  acknowledge  her 
fault,  and  to  make  amends  for  it. 

It  must  be  very  pleasant  to  visit  the  high- 
la7ids  and  islands  of  Scotland.  They  contain 
many  high  hills  and  mountains,  and  romantic 
views,  that  cannot  fail  to  charm  the  eye  of  the 
traveller. 

I  have  bought  a  hoe  to  dig  up  the  weeds  in 
my  garden,  and  I  owe  the  hardware  dealer  for 
it ;  and  he  owes  the  draper  for  a  pair  of  cotton 
hose. 

It  is  not  usual  for  ivhales  to  visit  the  coast 
of  Wales ;  but  seals  and  porpoises  are  often 
found  there. 

My  father  sends  his  razor  to  the  cutler's  to  be 
sharpened,  because  he  has  not  a  hone  of  his 
own,  on  which  to  whet  it. 

The  way  to  make  curds  and  whey,  is  to  put 
a  little  rennet  into  milk  that  is  warm,  and  let 
it  stand  till  it  is  cool. 

By  means  of  a  barometer  or  weather  glass, 
you  can  judge  whether  it  will  rain  or  not. 

I  was  looking  all  about  the  h<ill  for  my  ring 


INTERMEDIATE    READER.  135 

• 

that  I  dropped,  and  Charles  did  not  tell  me 
that  he  had  it  in  his  hand  all  the  while. 

At  the  end  of  our  garden  there  is  an  arbor, 
from  which  we  can  see  the  ships  in  the  harbor. 

In  going  through  a  ploughed  field,  with  my 
bow  and  arrow,  I  stumbled  and  fell  against  a 
harrow.  1  struck  my  arm,  and  it  hurt  me  a 
good  deal  at  the  time ;  but  I  hope  no  harm  will 
come  of  it. 

As  my  aunt,  has  many  choice  flowers  in  her 
garden,  she  keeps  it  locked,  that  the  idlers  who 
haunt  the  neighborhood  may  not  take  them. 

A  timid  lady,  who  was  riding  in  a  chaise  near 
a  cliff,  told  the  driver  to  eome  away  from  the 
hedge,  and  keep  close  to  the  edge.  The  driver 
did  as  he  was  ordered  ;  but,  as  the  lady  became 
greatly  alarmed,  he  found  that  she  meant  to 
tell  him  to  keep  away  from  the  edge,  and  go 
close  to  the  hedge. 

If  you  put  a  conch-shell  to  your  ear,  you  will 
hear  a  noise  something  hke  the  distant  roaring 
of  the  sea. 

When  George  is  playing  at  cricket,  he  is 
very  good  at  bowling  others  oul ;  but  when  it 
IS  his  turn  to  strike  the  ball,  he  can  hardly  ever 
hit  it. . 

Farmers,  in  the  old  country,  sometimes  leave 
a  hole  in  their  barns,  that  the   owl  may  fly  in 


136  INTERMEDIATE    READER, 

• 

and  catch  the  mice  that  feast  upon  the  corn  ; 
and  they  keep  watch-dogs  that  bark  and  howl^ 
when  any  thing  is  the  matter. 

By  means  of  heat  we  cook  our  food,  and  so 
render  it  fit  for  us  to  eat. 

Having  eaten  too  much  hash  for  dinner,  I 
was  so  ill,  that,  in  walking  up  the  hill,  I  was 
glad  to  rest  under  a  stately  ash,  instead  of 
taking  a  long  walk,  as  I  intended. 

When. several  words  in  succession  begin  with 
the  same  letter,  it  is  called  Alliteration.  A 
remarkable  instance  of  it  occurs  in  respect  to 
Wolsey,  who,  from .  a  butclier's  son,  became 
archbishop  of  York.     Of  him  it  is  said,  — 

"  Born  tb  be  a  butcher,  but  b\'  bishops  bred, 
How  haughtily  his  highness  holds  his  head ! 


LESSON     XLV 


Equal a 4. 

Different ftr 9. 


Wants nts 90 

Noblest ...  .e 8. 

Parted rt 124 


Worn rnf! .  .  .  116, 

The  Old  Man  and  his  Three  Sons. 

An  aged  father,  tired  of  care, 

To  his  three  sons  his  wealth  confided, 


INTERMEDIATE    READER.  137 

To  each  an  ample,  equal  share, 

And  thus  for  all  then*  wants  provided  ; 

But  one  rich  treasure  still  remains  — 
A  splendid  diamond,  bright  and  rare  : 

Each  of  the  sons  has  equal  claims ; 
But  which  shall  add  it  to  his  share  ? 

At  last  the  aged  sire  decreed 

The  costly  jewel  to  bestow 
On  him,  who,  hy  the  noblest  deed, 

To  it  the  fairest  claim  should  show. 
The  brothers  then  shook  hands  and  parted, 
And  different  ways  to  travel  started. 

When  three  short  moons  had  waxed  and  waned 

Back  came  the  brothers,  safe  and  well. 
The  eldest  of  the  three  proclaimed 

His  birthright  first  his  tale  to  tell. 
"  Listen,"  he  cried  :  "  a  stranger  met, 

And  trusted  to  me  all  his  store  ; 
Surety  nor  pledge  I  gave,  but  yet 

Returned  all  safely  as  before. 

"  Say,  was  not  this  a  worthy  deed  ?  " 
His  quick  assent  the  father  gave . 

"  Of  honesty  you  win  the  meed  ! 
Who  had  not  done  so  were  a  knave. 
12* 


138  INTERMEDIATE    READER. 

'Tis  our  mere  duty  honesty  to  show; 
A  noble  action  this  falls  far  below." 

The  second  said,  "  Forth  as  I  went, 
Sudden  a  child  in  a  deep  river  fell ; 

Quick  in  the  flood  I  leaped  with  kind  intent, 
And  from  the  water  bore  it  safe  and  well. 

An  assembled  village  saw  the  action  done, 

And  heaped  their  fervent  praises  on  your  son." 

"Brave  was  the  deed,  my  son,  and  kind ;  but  you 
Did  but  what  all,  as  men,  are  bound  to  do." 

The  third  son  spoke :  "  One  hot  and  sultry  day, 
1  came  where,  worn  with  watching  by  his 
sheep, 

My  deadly  foe,  in  slumber,  near  me  lay. 
Close  to  the  brink  of  a  most  frightful  steep. 

"  No  one  was  near,  no  eye  was  there  but  mine  : 
Gently  I  woke  him,  and  from  danger  drew." 

The  father's  eyes  with  joy  and  rapture  shine  ; 
"  'Twas  nobly  done ;  the  ring  belongs  to  you." 

Favors  on  friends  'tis  easy  to  bestow  ; 
Noble  the  deed  to  benefit  a  foe. 


INTERMEDIATE    READER. 


139 


LESSON    XLVI 


Sofa 0 12. 

Something  .  .  ng 76. 

Tastes sts 158. 

Different.  .  .  .  ent 8. 

Due u 17. 


New u 1>. 

Fruits u 20. 

Been l 11. 

Care a 6. 

Were iver 9. 


The  Garden. 

"  I  WISH  you  would  tell  me  a  story,  Mary," 
said  little  Charlie,  in  a  feeble  tone  of  voice,  a§ 
he  was  lying  quietly  upon  the  sofa. 

Charlie  had  been  sick  for  several  days.  He 
was  now  better,  but  still  /eit  quite  weak  and 
languid.  He  had  been  trying  to  play  a  little, 
and  was  "  very  tired,"  as  he  said.  So  his  sister 
advised  him  tojie  down  and  rest. 

She  had  drawn  her  chair  near  the  sofa,  so 
that,  when  the  little  boy  looked  up,  he  could 
see  that  she  was  by  him  ;  for  she  knew  that 
children,  when  they  are  unwell,  sometimes  feel 
lonely. 

She  smiled  when  Charlie  asked  her  "to  te^' 
a  story,"  and  said,  "  I  don't  think  of  any  new 
story  now,  dear  ;  but  I  will  tell  you  something 
about  a  pleasant  garden,  which,  I  think,  will  in- 
terf^t  you." 


140  INTERMEDIATE    READER. 

"  Yes,  that  will  do,"  said  Charlie. 

So  Mary  went  on  to  say,  — 

"  A  great  and  good  king  once  made  a  very 
targe  and  beautiful  garden.     He  wanted  every 
body  that  walked  in  it  to  be  very  happy ;  so  he** 
planted  it  with  the  most  fragrant  flowers  and 
the  richest  fruits. 

"  To  please  different  tastes,  he  determined 
that  it  should  contain  every  variety  of  soil ;  and 
he  easily  accomplished  this  by  some  wonderful 
process,  which  no  one  but  himself  has  ever  been 
able  to  discover.  x4nd  what,  perhaps,  is  more 
wonderful  still,  he  created  as  many  different 
climates  as  there  were  soils. 

"  And  he  planted  in  each  of  these  different 
soils  different  kinds  of  beauteous  flowers,  and 
juicy  fruits,  and  nourishing  grain,  so  that  the 
productions  of  this  garden  were,  almost  infinite 
in  variety. 

"  And  he  took  great  care  of  the  garden, 
always  watering  it  in  due  season,  and  neglect- 
ing nothing  necessary  to  its  cultivation.  He 
employed  a  great  many  to  work  under  his  di- 
rections, in  dressing  and  keeping  it,  but  he 
was  himself  the  head  gardener. 

"  He  superintended  every  thing.  He  was 
never  slothful  nor  weary.  He  knew  that,  with- 
out his  constant  superintending  care,  the  garden 


INTERMEDIATE    READER. 


141 


would  soon  run  to  waste,  that  there  would  be 
no  more  'seed  time  nor  harvest-; '  and  he  never, 
for  a  moment,  withdrew  that  care. 

"  So,    except    where    the     under-gardeners" 
,    Tailed  to  observe  his  directions,  it  was  always  in 
good  order,  its  soil  continually  growing  richer, 
and  its  productions  improving." 

Here  Mary  stopped  speaking,  and  Charlie, 
who  had  been  listening  very  attentively,  half 
raised  himself  on  his  elbow,  and  said,  — 

"  1  know  what  you  mean,  sister.  The  gar- 
den is  our  earth,  and  the  good  king  who  made 
it,  and  who  takes  care  of  it,  is  God." 


LESSON    XLVII 


Fountain  .  . 

.  .  tin. . . 

..11 

Help 

..Ip... 

..54 

Influence . . 

. .  e. .  .  . 

..8. 

Shining  .  .  .  ng 76. 

Doth 0 16. 

Form rm 113. 


Youthful  Example. 

What  if  a  little  drop  should  say, 

"  So  small  a  drop  as  I 
Can  ne'er  refresh  those  thirsty  fields ; 

I'll  tarry  in  the  sky  ?  " 


142 


INTERMEDIATE    READER. 


What  if  a  shining  beam  of  noon 
Should  in  its  fountaiji  stay, 

Because  its  feeble  light  alone 
Cannot  create  a  day  ? 

Doth  not  each  rain-drop  help  to  form 
The  cool,  refreshing  shower, 

And  every  ray  of  light  to  warm 
And  beautify  the  flower  ? 

Then  let  each  child  its  influence  give, 
O  Lord,  to  truth  and  thee  ; 

Then  shall  its  power  by  all  be  felt. 
However  small  it  be. 


LESSON    XLVIII. 


Works erks.  . .  106. 

Thousands  .  .  andz. .  .  74. 
Convinced .  . .  7ist.  .  .  .  88. 
Conclude.  . .  .  o 15. 


Strings .  .  . 

.7lgZ.    . 

..78. 

General. .  . 

.  ei\   .  . 

..9. 

Architect . 

..Jci... 

..  11. 

Port 

.rt 

..124 

The  Creator  known  by  his  Works. 

In  a  musical  instrument,  when  we  observe  a 
number  of  strings  set  to  harmony,  we  conclude 
that  some  skilful  musician  has  tuned  them. 


INTEKJtfEDIATE    READER.  143 

When  we  see  thousands  of  men  m  a  field, 
marshalled  under  their  respe£;tive  colors,  all 
yielding  exact  obedience,  we  infer,  that  there 
is  a  general,  to  whose  orders  they  are  subject.  ' 

In  a  watch,  when  we  observe  springs,  and 
wheels,  great  and  small,  each  so  fitted  as  to 
concur  to  an  orderly  motion,  we  acknowledge 
the  skill  of  an  artificer. 

When  we  come  into  a  printing-house,  and 
see  a  vast  variety  of  different  letters,  so  regulat- 
ed and  disposed  as  to  make  a  book,  we  are  at 
once  convinced  that  there  is  some  composer, 
by  whose  art  they  were  brought  into  such  a 
frame. 

When  we  behold  a  fair  building,  we  con- 
clude it  had  an  architect ;  and  when  we  see  a 
stately  ship,  completely  fitted  out  and  safely 
conducted  to  port,  we  know  it  had  builders  and 
a  pilot. 

The  visible  world  is  such  an  instrument, 
army,  watch,  building,  book,  and  ship,  as  un- 
deniably proves  that  God  was,  and  is,  the  tuner, 
general,  and  artificer,  the  architect,  and  pilot 
of  it. 

Let  us,  then,  acknowledge   God  in   all  our 
ways;  let  us  love,  and  serve,  and  praise  him 
as  our  Creator,  Preserver,  and  constant  Bene 
factor. 


144  INTERMEDIATE    HEADER. 


LESSON    XLIX, 


Surprise ser 9. 

Seeing ng 76. 

Violence  .  .  . .  d 12. 


Attempts  .  .  .  7nts 71 

Enjoy e 8. 

Instance ....  a 4. 


Pleasure  should  be  sought  with  Moderation. 

A  BOY,  pleased  with  the  colors  of  a  butterfly, 
chased  it  from  flower  to  flower,  with  untiring 
pains. 

First,  he  tried  to  surprise  it  among  the  leaves 
of  a  rose  ;  then,  to  cover  it  with  his  hat,  as  it 
was  feeding  on  a  daisy. 

At  one  time,  he  hoped  to  secure  it  as  it 
sported  on  a  sprig  of  myrtle  ;  and,  at  another, 
grew  sure  of  his  prize,  seeing  it  loiter  on  a  bed 
of  violets  But  the  fickle  fly  still  escaped  from 
his  attempts. 

At  last,  observing  it  half  buried  in  the  cup 
*of  a  tulip,  he  rushed  forward,  and,  snatching  it 
with  violence,  crushed  it  in  pieces. 

Thus,  by  his  eagerness  to  enjoy  it,  he  lost 
the  object  of  his  pursuit. 

From  this  instance  young  persons  may  learn, 
that  pleasure  is  like  a  painted  butterfly  ;  which, 
if  pursued  with  moderation,  may  serve  for  our 
amusement ;  but  which,  if  embraced  with  too 
much  ardor,  will  perish  in  the  grasp. 


INTERMEDIATE    READER.  145 


LESSON    L 


Fellow  ...Id 12. 

Nimble.  ..hi. 167. 

Errand . .  .  er-rand.  8,  73. 
Snarling.  .  drl. 2,  109. 


Helps Ips 55. 

Something  . .  Ing.  .  . .  76. 

Scampers,  .  .  erz 132. 

Rule u 20. 


The  Good  Boy. 

I'll  tell  you  a  story  —  and  what  is't  about.'' 
A  fine  little  fellow,  called  Jeremy  Stout ; 
The  best  of  all  boys  for  frolic  and  fun, 
But  never,  O,  never,  till  work  is  all  done ; 
And  work  he  begins  as  soon  as  it's  light, 
Chops  wood,  makes  a  fire,  all  burning  so  bright. 
And  puts  on  the  kettle  and  sweeps  the  dirt  out; 
A  fine  little  fellow  is  Jeremy  Stout. 

He's  nimble  and  quick,  he's  careful  and  wise, 
He  keeps  his  mouth  shut,  and  opens  his  eyes  ; 
He   works    for  his  father  and   helps   his  poor 

mother, 
And  does  all  he  can  for  sister  and  brother ; 
He'll  run  of  an  errand  before  you  can  wink. 
He'll  know  what  you  want  before  you  can  think  ; 
O,   I  tell   you  he's  worth  writing   something 

about ; 
A  fine  little  fellow  is  Jeremy  Stout. 
13 


146 


INTERMEDIATE    READER. 


He  never  gets  mad,  he  never  tells  lies  ; 

If  things  don't  go  right,  the  harder  he  tries , 

He  can  play  without  snarling,  or  fighting,  or 

swearing  ; 
And  if  somebody  does  what  he  feels  there's  no 

bearing. 
He  says,  "  If  you  act  so,  I'm  sure  I  can't  stay ;  " 
And  Jeremy  laughs,  and  scampers  away  ; 
O,  I  never  saw  Jeremy  sulking  about ; 
Good-natured  and  merry  is  Jeremy  Stout. 

Now  Jeremy's  poor,  and  wears  an  old  hat, 
And  he's  ugly  to  look  at;  but  who  cares  for  that  ? 
But  stop  ;  is  he  here  ?     He's  always  at  school, 
He  learns  all  he  can,  and  minds  every  rule ; 
But  no,  I  don't  see  him ;  he's  not  here  to-day  ; 
So  I'll  finish  at  once  what  I'm  going  to  say  — 
That  of  all  the  good  boys  I  know  hereabout, 
The  one  we  love  best  is  Jeremy  Stout. 


LESSON    LI 


Dressed . . .  st 157. 

Animals . . .  ah 65. 

Purpose.  .  .per-pus.  .  18. 

Busy hiz-zy.   .  .  11. 

Warble  ...r.   ......32. 


Tribes . 
Were . . 
Fields  . 
Making 
Pursue. 


. .  6z. . 
.  .  wer. 
.  .  Idz. 
.  .  ing. 
. .  su.. 


.134 
.9. 
.47. 
76. 
.17. 


INTERMEDIATE    READER.  147 

The  Bird,  the  Bee,  and  the  Butterfly, 

On  a  fine  summer's  day,  when  all  nature 
was  dressed  in  its  jravest  colors,  and  the  va- 
rious  tribes  of  animals  were  sporting  in  the 
fields,  there  were  among  the  rest  a  bird,  a  bee, 
and  a  butterfly. 

The  bird  was  engaged  in  building  its  nest. 
For  this  purpose  it  made  many  excursions  from 
the  tree  where  the  nest  was  placed,  to  the 
surroiuiding  fields,  and  returned  each  time  with 
a  small  twig,  or  a  straw  in  its  mouth.  Although 
the  progress  which  it  made  appeared,  at  first,  to 
be  very  slow,  yet,  by  continually  repeating  the 
journey,  and  every  time  adding  something,  the 
nest  was  soon  completed. 

The  bee,  likewise,  was  busy  in  collecting 
honey  from  different  flowers ;  and  what  she  thus 
collected,  she  deposited  in  the  hive  for  her 
present  and  future  supply. 

Meanwhile  the  butterfly  was  roving  from 
flower  to  flower,  regaling  himself  with  their 
sweets,  or  enjoying  their  beauties,  without 
making  any  provision  for  the  future. 

By  and  by  the  summer  was  gone.  The  bird 
had  built  its  nest  and  reared  its  young  to  warble 
in  the  grove.  The  bee,  too,  was  enjoying  the 
fruit  of  her  industry  in  the  hive.     But  the  poor 


148  INTERMEDIATE    READEK. 

butterfly  was  without  a  dwelling  and  without 
provision,  exposed  to  all  the  miseries  of  want 
and  distress. 

Younj?  children,  in  each  of  these  three  little 
creatures  you  may  see  a  picture  of  yourselves ; 
and  each  of  them  is  capable  of  affording  you 
instruction. 

Imitate  the  example  of  the  bird.  Whatever 
study  you  pursue,  follow  it  with  diligence  and 
perseverance.  Though  you  may  gain  but  little 
knowledge  in  an  hour,  yet,  by  repeated  and 
continued  application,  you  will  acquire  a  great 
deal. 

The  bee  collects  but  little  honey  on  each  ex- 
cursion, yet,  at  the  end  of  the  season,  she  has 
enough  in  store  for  the  winter  ,  in  like  manner 
should  you  treasure  up  knowledge,  that  it  may 
be  ready  for  use  on  all  occasions. 

The  period  of  youth  is  to  you  what  the  sum- 
mer is  to  the  bee.  If  you  improve  it  with 
equal  diligence,  it  will  do  much  to  render  your 
future  life  useful  and  happy. 

But  if,  like  the  butterfly,  you  are  continually 
roving  from  one  pursuit  to  another,  your  knowl- 
edge will  be  of  little  more  value  than  the  plu- 
mage of  that  insect.  When  yoii  meet  with 
trials  and  difficulties,  you  will  be  as  unable  to 
bear  them,  as  th^  butterfly  is  to  endure  the 


INTERMEDIATE    READER. 


149 


cold  of  winter  ;  and  you  will,  in  all  likelihood, 
pass  the  remainder  of  jour  lives  in  obscurity 
and  distress. 


LESSON    LI  I. 


StringSi^.  . . .  7igz.  . . .  78. 

Heart rt 124. 

Perhaps  ....  per.  ...  9. 
Loosened .  . .  snd.  .  . .  192. 


Cared  .  .  . 

. .  a. . . . 

0 

Sounds  .  . 

.  .  7idz. . 

..74 

Bruise  .  . 

.  .u.   .  . 

..20 

Stairs.  .'.  . 

.  .  «.   .  . 

..6. 

Tie  your  Shoe-Strings. 

I  KNRw  a  little,  heedless  boy, 
Who  seldom  thought  or  cared. 

If  he  could  get  his  cake  and  toy, 
How  other  matters  fared. 

No  malice  in  his  heart  was  there ; 

And  scarce  a  fault  beside. 
So  great  as  that  of  wanting  care 

To  keep  his  shoe-strings  tied. 


You'd  often  see  him  on  the  run, 

To  chase  the  geese  about, 
While   both   his  shoe-strings  were  un- 
done, 
With  one,  perhaps,  slipped  out. 
13^ 


160  INTERMEDIATE    READEU, 

He'd  tread  on  one ;  then  down  he'd  go , 
While  round  the  welkin  rings 

With  bitter  cries,  and  sounds  of  woe, 
"  Wiij  don't  he  tie  his  strings  ?  " 

Then  home  he'd  hasten  through  the  street, 

To  tell  about  his  fall; 
While,  on  the  little  sloven's  feet,  ^ 

The  cause  was  plain  to  all. 

I'or,  while  he  shook  his  aching  hand, 

Complaining  of  the  bruise, 
The  strings  were  trailing  through  the  sand 

From,  both  his  loosened  shoes.     * 

One  day,  his  father  thought  a  ride 

Would  do  the  children  good  ; 
But  Jemmy's  shoe-strings  were  untied, 

As  on  the  stairs  he  stood. 

In  hastening  down  to  take  his  place, 
W^ith  clothes  all  nice  and  clean, 

Wide  sprawling  on  his  hands  and  face 
Poor  Jemmy  soon  is  seen. 

The  drao;ging  string  had  made  him  trip, 
And  bump!  bump!  went  his  head; 


INTERMEDIATE    READER. 

He  bruised  his  nose,  and  cut  his  lip ; 
And  tears  and  blood  were  shed. 

His  aching  wounds  he  meekly  bore, 
But  with  a  swelling  heart 

He  heard  the  carriage,  from  the  door, 
With  all  but  him,  depart ! 

This  grievous  lesson  taught  him  care, 
And  now  he  says,  or  sings, 

"No  more  shall  Jemmy  ever  wear 
A  shoe  with  untied  strings." 


15i 


LESSON    LIII 


Were e 9. 

Gone o 15. 

Tears rz 132. 

Generous  .  .  .  er 9. 


Ate et^ 8    • 

Rare a 6. 

Again e 8. 

Arms 7-t}iz 115 


The  Affectionate  Children. 

It  is  a  beautiful  sight  when  children  treat 
each  other  with  kindness  and  love. 

Anna  and  her  parents  were  sitting  in  a  room 
together,  and  her  little  brother  Charley  was  out 
in  the  yard  drawing  his  cart  about. 

The  mother  went  out  and  brouo-ht  in  some 

o 


162  INTERMEDIATE    READER. 

peaches,  a  few  of  which  were  large  rareripes  ; 
the  rest  small,  ordinary  peaches. 

The  father  selected  one  of  the  rareripes  for 
the  mother,  and  gave  one  of  the  best  to  his 
little  daughter,  who  was  eight  years  old.  He 
then  took  one  of  the  smaller  ones,  for  her  to 
carry  to  her  brother,  who  was  four  years  old. 

Anna  went  out,  and  was  gone  about  ten  min- 
utes, and  then  came  in. 

"Did  you  give  your  brother  the  peach  I  sent 
him  ?  "  asked  her  father. 

Anna  blushed,  turned  away,  and  did  not 
answer. 

"  Did  3"ou  give  your  brother  the  peach  I  sent 
him?"  asked  her  father  again,  a* little  more 
sharply. 

"No,  father,"  said  she,  "1  did  not  give 
liim  ihat.^''  • 

"  What  did  you-do  with  it  ?  "  he  asked. 

"  I  ate  it,"  said  Anna. 

"  What !  did  you  not  give  your  brother  any?" 

"  Yes,  I  did,  father,"  said  Anna ;  "  I  gave 
him  mine.  " 

"  Why  did  you  not  give  him  the  one  I  told 
you  to  give  ?  "  asked  the  father,  rather  sternly. 

"  Because,  father,  I  thought  he  would  like 
mine  better.  I  did  not  mean  to  be  disobe- 
dient," said  she,  and  ^er  lip  began  to  quiver 


INTERMEDIATE    READER.  153 

"  But  jou  were  disobedient,  my  daughter  " 

"  I  tliousht  you  v^ould  not  be  displeased  with 
me,  father,"  said  Anna,  "  if  I  did  give  my 
brotlier  the  largest  peach ;  "  and  the  tears  be- 
gan to  appear  in  her  eyes. 

"But  I  wanted  you  to  have  the  largest," 
said  her  father  ;   "  you  are  older  than  Charles." 

"  1  wish  you  to  give  the  best  things  to  broth- 
er," said  the  noble-hearted  girl. 

"Why?"  asked  the  father,  scarcely  able  to 
contain  himself. 

"  Because,"  answered  the  generous  sister, 
"  I  love  him  so ;  and  I  always  feel  best  when 
he  gets  the  best  things." 

"  You  are  right,  my  precious  daughter,"  said 
the  father,  as  he  fondly  and  proudly  folded  her 
in  his  arms.  "  You  are  right,  and  you  may  be 
certain  your  hap{)y  father  can  never  be  dis- 
pleased with  you  for  wishing  to  give  up  the 
best  of  every  thing  to  your  affectionate  little 
brother.  Charley  is  a  dear  and  noble  little 
boy,  and  I  am  glad  you  love  him  so.  Do  you 
think  he  loves  you  as  well  as  you  love  him  ?  " 

"  Yes,  father,"  said  the  little  girl,  "  I  think 
he  does ;  for,  when  I  offered  him  the  largest 
peach,  he  would  not  take  it,  and  wanted  me  to 
keep  it ;  and  it  was  a  good  while  before  I  could 
get  him  to  take  it." 


154 


INTERMEDIATE    READER. 


LESSON     LIV. 


Conscience .  shense. .  .  38. 

Sternly  ....  em 116. 

Just u 18. 

Been   bin 11. 


Whispers.  .  .  erz 132, 

Gone 0 15. 

Don't 0 12. 

Softest est '157 


Conscience. 

YOUNGER    BROTHER. 

I  HAVE  a  little  voice  within, 

That  always  tells  me  when  I  sin ; 

I'm  sure  I  know  not  whence  it  came  ; 

Pray,  brotiier,  tell  me  what's  its  name. 

There  is  no  one,  however  near, 

Whispers  so  sternly  in  my  ear ; 

And  often,  in  my  lively  play. 

If  any  thing  I  do  or  say 

That's  wrong  or  wicked,  then  I  hear 

This  gentle  tapping  in  my  ear ; 

I  know  it  is  not  mother's  tone. 

Nor  father's  ;  for  when  they  are  gone. 

It  keeps  on  prompting  just  the  same, 

If  aught  I  do  that  they  would  blame. 


ELDER    BROTHER. 

And,  brother,  don't  it  always  tell, 

In  kindly  notes,  when  you've  done  well .'' 


INTERMEDIATE    READER.  155 

Are  not  its  whispers  always  mild, 
When  you  have  been  a  duteous  child  ? 
God  gave  not  to  the  bud,  nor  flower, 
This  inward  voice  of  wondrous  power  ; 
Ah,  no ;  it  only  has  its  birth 
In  us,  who  perish  not  with  earth. 
Its  name  is  Conscience,  and  'twill  be 
A  voice  from  which  you  cannot  flee  ; 
It  keeps  a  registry  within, 
Rebuking  those  who  live  in  sin. 
And  utters  words  of  softest  tone 
To  those  who  will  its  dictates  own. 


LESSON    LV, 


Edged echhd.  .  .  136. 

Iron l-er7i. ...  9. 

Nothing.  .  .  .  0 16. 

Ruleth 11 20. 


First erst.      .  .  123. 

Holds Idz 47. 

Moral a 4. 

Quarrel. ...  a 5. 


Check  the  first  Risings  of  111  Temper. 

The  smith  who  makes  an  edged  tool,  —  an 
axe,  a  knife,  or  any  such  instrument,  —  first 
works  the  iron  and  steel  into  the  form  which  he 
wishes,  and  then  tempers  it. 

While  he  is  working  it.  he  wants  to  keep  it 


156"  INTERSIEDIATE    READER. 

soft,  SO  that  he  can  work  it  easy ;  and  this  he 
does  by  keeping  it  hot.  But  after  he  gets  it 
finished,  he  he^ts  i^  in  the  fire,  and  dips  it  in 
the  water,  so  as  to  cool  it  suddenly,  and  that 
makes  it  hard. 

If  he  left  it  so,  it  would  be  so  hard  that  it 
would  break  all  to  pieces,  as  soon  as  it  was 
used.  So  he  holds  it  again  over  the  fire,  and 
heats  it  a  little,  to  take  out  a  part  of  the  tem- 
per, and  make  it  just  of  the  hardness  that  he 
wishes. 

An  instrument  that  is  very  hard  is  called 
high-tempered ;  one  that  is  very  soft  is  low-tem- 
pered. This  is  a  good  illustration  of  temper  as 
it  appears  in  us. 

A  high  temper  is  one  that  is  easily  excited, 
and  that  runs  so  high  as  to  be  in  danger  of  do- 
ing great  mischief.  A  loio  temper  is  a  disposi- 
tion easy  and  indifferent,  like  a  knife  tempered 
so  little  that  the  ed^e  will  turn  the  first  time  it 
is  used. 

Now,  you  want  temper  enough  not  to  be  in- 
different, but  not  so  much  as  to  fly  all  in  pieces 
And  I  know  of  nothing  on  which  your  useful- 
ness and  happiness  depend  more,  than  on  the 
proper  regulation  of  your  temper  ;  and  this  re- 
gards not  your  own  happiness  alone,  but,  the 
happiness  of  all  around  you. 


INTERMEDIATE    READER.  157 

One  of  the  first  and  greatest  moral  lessons 
is,  to  learn  to  control  your  temper. 

"  He  that  is  slow  to  anger,"  says  Solomon, 
"  ia  better  than  the  mighty  ;  and  he  that  ruleth 
his  spirit,  than  he  that  taketh  a  city."  But, 
"  He  that  hath  no  rule  over  his  own  spirit,  is 
like  a  city  that  is  broken  down  and  without 
walls." 

By  indulging  an  ungoverned  temper,  you 
expose  yourself  to  many  evils.  You  show  the 
weak  points  of  your  character,  and  lose  the 
good  opinion  of  others,  and  your  own  .self- 
respect.  _ 

To  be  ill-humored,  peevish,  or  cross,  is  to  be 
unhappy,  and  to  make  others  so.  But  a  sweet 
temper  will  not  only  make  you  happy,  but,  like 
the  balmy  breezes  of  a  summer  evening,  it  will 
shed  a  sweet  fragrance  all  around  you. 

You  cannot  afford  to  get  angry  with  every 
one  that  is  disposed  to  treat  you  ill.  It  costs 
too  much. 

Did  you  ever  hear  a  dog  barking  at  the 
moon  ?  And  what  did  the  moon  do  ?  It  went 
straight  on,  and  minded  nothing  about  it.  The 
moon  could  not  afford  to  stop  and  quarrel  with 
every  dog  that  barks  at  it. 
14 


158  INTERMEDIATE    READER. 


LESSON    LVl, 


Difference .  .  cnse.  .....  8. 

Chapel e 8. 

Hundred  . .  .  dred.  .  204,  8. 


Morning  .  .  .rn 116. 

Equally.  ...  a 4. 

Says scz 8. 


Difference  and  Agreement ;  or,  a  Sundaij  Morn- 
ing  in  England,  in  the  last  century. 

The  "bells  were  ringing  for  church,  and  the 
streets  were  filled  with  people  moving  in  all 
directions. 

Here,  numbers  of  well-dressed  persons,  and 
a  long  train  of  charity  child|p-n,  were  throng- 
ing in  at  the  doors  of  a  large,  handsome  church  ; 
there,  a  smaller  number,  almost  equally  gay  in 
dress,  were  entering  an  elegant  meeting-house. 

Up  one  alley,  a  Roman  Catholic  congrega- 
tion were  turning  into  their  retired  chapel, 
every  one  crossing  himself  as  he  went  in. 

The  opposite  side  of  the  street  was  covered 
with  a  train  of  Quakers,  distinguished  by  their 
plain  and  neat  attire  and  sedate  aspect.  They 
walked,  without  ceremony,  into  a  room  as  plain 
as  themselves,  and  took  their  seats  in  silence, 
the  men  on  one  side,  and  the  women  on  the 
other. 

A  spacious  building  was  filled  with  an  •over- 
flowing crowd    of  Methodists,  most  of  them 


INTERMEDIATE    READER.  159 

poorlj  habited,  but  decent  and  serious,  in  de- 
meanor. 

There  was  also  a  small  society  of  Baptists  in 
the  neighborhood,  who  quietly  occupied  their 
humble  place  of  assembly. 

Presently  the  different  services  began.  The 
church  resounded  with  the  solemn  organ,  and 
with  the  indistinct  murmurs  of  a  large  body 
of  people,  following  the  minister  in  resjjonsive 
prayers. 

From  the  meetings  were  heard  the  slow 
psalm,  and  the  single  voice  of  the  leader  of 
their  devotions. 

The  Roman  Catholic  chapel  w  as  enlivened 
by  strains  of  music,  the  tinkling  of  a  small  bell, 
and  a  perpetual  change  of  service  and  cere- 
monial. 

A  profound  silence  and  an  unvarying  look 
and  posture  announced  the  self-recollection  and 
mental  devotion  of  the  Quakers. 

Mr.  Ambrose  led  his  son  Edwin  around  all 
these  different  assembltBS  as  a  spectator.  Ed- 
^v^n  viewed  every  thing  with  great  attention, 
and  was  often  impatient  to  ask  his  father  the 
meaning  of  what  he  sa\\|^;  but  Mr.  Ambrose 
would  not  suffer  him  to  disturb  any  of  the  con- 
gregations even  by  a  whisper. 

When  they  had  gone  through  thoiwhole,  Ed- 


160  INTERMEDIATE    RKADEK, 

win  found  a  great  number  of  questions  to  put 
to  his  father,  who  explained  every  thing  to  him 
as  well  as  he  could. 

At  length,  says  Edwin,  "  But  why  cannot 
all  these  people  agree  to  go  to  the  same  place, 
and  worship  God  in  the  same  way  ?  " 

"  And  why  should  they  agree  ?  "  replied  his 
uuher.  "  Do  you  not  see  that  people  differ  in  a 
hundred  other  things  ?  And  they  have  a  right 
to  worship  God  in  that  way  and  manner  which 
they  think  best.  It  is  their  own  business,  and 
concerns  none  but  themselves." 

*'  But  has  not  God  ordered  particular  ways 
of  worshipping  him  ?  "        . 

"  He  has  directed  with  what  mind  and  spirit 
he  is  to  be  w^orshipped,  but  not  in  what  partic- 
ular form  and  manner.  That  is  left  for  every 
one  to  choose  for  liimself. 

"  All  these  people  like  their  own  way  best ; 
and  why  should  tiiey  leave  it  for  the  choice  of 
another  ?  The  forms  and  ceremonies  of  religion 
are  among  the  things  \g  which  mankind  v:ere 
made  to  differ.'^'' 

The  several  congregations  now  began  to  be 
dismissed,  and  the  street  was  again  filled  with 
persons  of  all  the  difierent  sects,  going  promis- 
cuously to  their  respective  homes. 

It  chan^^t^d  that  a  poor  man  fell  down  in  the 


INTER3IEDIATE    READER.  161 

Street,  in  a  fit  of  apoplexy,  and  lay  as  if  dead. 
His  wife  and  children  stood  round  him,  crying 
and  lamenting,  in  the  bitterest  distress* 

The  beholders  immediately  flocked  round, 
and,  with  looks  and  expressions  of  the  warmest 
sympathy,  gave  their  help. 

A  Churchman  raised  the  man  from  the 
ground  by  lifting  him,  while  a  Dissenter  held 
his  head  and  wiped  his  face  with  a  handker- 
chief. 

A  Roman  Catholic  lady  took  out  her  smelling- 
bottle  and  assiduously  applied  it  to  his  nose. 
A  Methodist  ran  for  a  doctor.  A  Quaker  sup- 
ported and  comforted  the  woman,  and  a  Bap- 
tist took  care  of  the  children. 

Edwin  and  his  father  were  among  the  spec- 
tators, "  Here,"  said  Mr.  Ambrose,  "  is  a 
thing  in  which  mankind  were  made  to  agreeP 


LESSOPi   LYII. 

The  Creators  Works. 

There's  not  a  star  whose  twinkling;  light' 

Illumes  the  distant  earth. 
And  cheers  the  solemn  gloom  of  night, 

But  mercy  gave  it  birth. 
14* 


162  INTERMEDIATE    READER. 

There's  not  a  cloud  whose  dews  distil 

Upon  the  parching  clod, 
And  clotlie  with  verdure  vale  and  hill, 

That  is  not  sent  by  God. 

There's  not  a  place  in  earth's  vast  round, 

In  ocean  deep,  or  air, 
Where  skill  and  wisdom  are  not  found ; 

For  God  is  every  where. 

Around,  beneath,  below,  above, 

Wherever  space  extends, 
There  Heaven  displays  its  boundless  love. 

And  power  with  Tuercy  blends. 


DANIEL    BURGESS    i    CO.'s    PUBLICATIONS. 


DANIEL  BURGESS.  RICHARD  A.  STORKS. 

DANIEL    BURGESS    8c   CO., 

(LATE    CADY   &  BURGESS.) 

60  Joliii  Street,  JVew-York, 

Offer  to  the  Tradk  and  to  TEAcnERs  the  fuUowing  series  of  superior  ScHoot 
Books,  ou  Aritlimetic,  French  and  English  Arithmetic,  Intellectual  Algebra,  Astro- 
nom.V,  Book-keeping,  Defiiiers,  Elocution,  Practical  Education,  Grammar,  Geography, 
Geographical  Questions,  History  of  the  United  States,  Music,  Mental  Philosophy  Na- 
tural History,  Pbysiologj-,  Primers,  Readers,  etc.,  etc.,  etc. 

These  books  arc  oa  the  Natural  plan,  increasing  the  interest  of  the  Pupil  and 
lessening  the  labor  of  the  Teacher. 

The  type  is  large  and  open,  and  no  expense  has  been  spared  in  making  their  ap- 
pearance agreeable. 

Wherever  practicable,  illustrations  are  profusely  introduced  from  engravings  on 
wood,  stone,  and  steel,  colored  in  the  highest  style  of  the  art ;  and  these,  so  far  from 
being  used  as  mere  ornaments,  serve  in  every  instance  a  happy  and  appropriate 
purpose. 

Their  style  is  clear  and  elegant,  presenting  correct  models  for  forming  the  taste. 

Each  book  is  complete  in  itself,  and  has  nothing  of  the  abridgment  character. 

Each  book  brings  up  its  subject  correctly  to  the  present  time,  with  every  improve- 
ment. 

The  works  have  uniformly  been  received  with  the  utmost  favor,  and  their  circula- 
tion is  rapidly  increasing. 

They  are  the  most  economical  as  well  as  the  best  works  before  the  public. 

Members  of  Boards  of  Education,  Superintendents,  Principals  and  Teachers  of 
Schools,  and  all  interested  in  the  cause  of  Education,  are  invited  to  call  at  the  Pub- 
lishing rooms,  or  on  Booksellers  where  they  are  for  sale,  and  examine  the  works. 


DANIEL   BURGESS    <t    CO.'s    PUBLICATIONS. 


SERIES    OF    ARITHMETICS. 

BY  R.  C.  SillTH,  A.  IL 

Ret:iil 

Trire, 

PMITirS  FIRST  BOOK ;  or  LITTLE  FEDERAL  CALCULATOR.    18mo.       m 

"  SECOND  BOOK ;  or  PRACTICAL  AND  MENTAL.  18mo.       34 

«  THIRD  BOOK,  ON  THE  PRODUCTIVE  SYSTEM.  12mo.       50 

"  KEV  TO  THE  SECOND  BOOK.  34 

"  KEY  TO  THE  THIRD  BOOK.  50 


Our  Decimal  System  of  Notation,  as  the  name  of  the  miincrals,  digits  (fingers), 
Imports,  was  derived  from  the  practice  of  comitiug  the  fingers,  as  we  see  children 
and  unlearned  persons  do  now  in  the  act  of  calculating.  Every  successive  ten 
(the  thumbs  included)  forms  a  new  series. 

In  the  First  Book  this  fact  is  recognized,  and  the  learner  takes  his  first  steps  in 
the  natural  way,  and  is  easily  led  onward  and  upward.  The  Little  FcdenJ  Calculator 
consists  of  a  complete  set  of  Questions  and  Tables,  in  which  the  mind  has  only  to 
emplo)  ilie  fingers ;  the  exercises  being  designed  to  precede  the  Slate,  and  prepare 
the  expectant  pupil  for  its  use  to  advantage  in  connection  with  the  Second  Book. 

The  Second  Book  is  on  a  new  plan,  by  which  Mental  Arithmetic  is  combined  with 
the  use  of  llie  Slate.  It  is  noted  for  keeping  up  the  interest  of  the  Pupil  to  the  last. 
This  work  is  constructed  on  the  plan  of  the  celebrated  Pestalozzi,  whose  principles 
of  instruction  have  found  so  extensive  favor  Vi'iih  the  teachers  of  Europe  and  Ame- 
rica. That  system  of  teaching  has  given  to  the  processes  of  common  .'3ri£Ame(ic  a 
precision,  clearness,  and  certainty  scarcely  inferior  to  the  demonstrations  of  Geometrv, 
and  made,  in  comparison  with  the  old  method,  "  a  royal  road  to  learning"  the  scienca 
of  numbers.  "  It  is  this  science,"  says  Pestalozzi,  "  which  the  mind  makes  use  of  in 
measuring  all  that  arc  capable  of  augmentation  or  diminution  ;  and  when  rationally 
taught,  affords  to  the  youthful  mind  the  most  advantageous  exercise  of  its  reasoning 
powers,  and  that  for  which  the  human  intellect  becomes  early  ripe,  while  the  more 
advanced  parts  of 'it  may  li-y  the  energies  of  the  most  vigorous  and  matured  under- 
standing." 

The  Third  Book  carries  out  the  principles  of  the  Productive  System,  whir.h 
keeps  alive  interest  when  the  mental  powers  are  most  taxed;  and,  as  nothing 
is  taken  for  granted  in  it,  requires  a  set  of  Cubical  Blocks,  which  are  accordingly  fur- 
nished. In  this  work,  Mr.  Smith  seems  to  have  left  nothing  undone,  that  an  iiuelli- 
geiit  ingenuity  and  large  experience  could  suggest,  by  way  of  explaining  the  ternis 
and  principles  of  the  science.  Besides  being  full  of  practical  cx.^mple3  of  the  sim]i'fM 
kind,  rrrangcd  uiuicr  rules  expressed  and  explained  in  the  very  best  mi:ii'(  r  .•  - 
made,  by  mean^  of  occasional  notes,  a  complete  expositor  for  the  technical  terms  :  :.d 
difllcull  words  that  occur  in  it.  Tliere  is  probably  no  book  in  this  departmei-!  i.f 
study  which  the  beginner  would  find  so  well  adapted  to  assist  his  first  efiforLs  or  irom 


DANIEL    BURGESS    &    CO.'s    rUBLICATIOXS. 


which  the  teacher  would  derive  so  much  aid  in  hia  endeavors  to  explain  to  his  pupils 
the  principles  and  processes  of  Arithmetic.  It  is  confidently  commended  to  the  only 
safe  criterion  of  value,  a  practical  use  by  intelligent  and  impartial  judges. 

The  success  of  this  Series  has  sliown  conclusively  that  it  is  not  the  ihing  tauijht,  so 
much  as  the  manner  in  which  it  is  tauglit,  that  disciplines  the  mind.  Its  study  not 
only  insures  a  perl'ect  knowledge  of  Arithmetic,  and  its  application  to  business  and 
science,  but  also  prepares  the  pupil  for  equal  excellence  in  other  and  bisher  branches 
of  learning.    It  proves  that  thoroughness  is  the  only  sure  basis  of  rapidity. 


ARITHMETICAL    QUESTIONS    ON    A    NEW    PLAN  ;  S4 

INTENDED 

TO  ANSWER  THE  DOUBLE  PURPOSE  OF  ARITHMETICAL  INSTRUCTION 
AND  JIISCELLANEOUS  INFORMATION. 

By  EDWIN  ARNOLD,  LL.D.,  Prin.  of  Harford  County  Academy,  Jlaryland. 

SECOND     BDJTION.        REVISED   AND    BNLAKGED. 

It  was  a  happy  thought  of  Dr.  Arnold  to  relieve  the  mind  of  the  young  pupil  in 
solving  abstract  questions  by  weaving  in  with  the  problems  valuable  and  interesliug 
information;  thus  making  the  subject  itself  more  attractive,  while  it  accustomed  the 
mind  to  the  freest  form  of  thought  in  calculation. 

The  woik,  although  complete  in  itself,  is  not  intended  to  supersede  others.  The 
author  observes, "  that  it  is  simply  designed  to  serve  as  a  companion  to  oilicrs,  or  as 
a  means  to  facilitate  a  due  comprehension  of  their  contents,  and  a  proper  appreciation 
of  their  utility.  It  is  due  to  the  author  of  Smith's  excellent  series,  which  I  have  had 
in  use  for  the  last  ten  years,  to  acknowledge  my  indebtedness  to  him  for  the  subst;uice 
of  several  rules." 

The  Teacher  will  find  this  work  an  able  assistrait  in  reviewing  his  cluss  preparatory 
to  taking  up  Algebra,  and  will' discover  at  the  same  time  that  he  is  impressing  other 
matters  cqtially  important  with  Arithmetic. 


ELEMENTS    D' ARITH  METIQUE    SUR     UN     PLAN     NOUVEAU. 

624- 
PAR.    E.    ARNOLD,  LL.D. 

This  is  a  French  version  of  the  Arithmetical  Questions,  translated  by  Professor 
Girault,  of  the  United  States  Naval  School.  It  supplies  a  desideratum  to  teachers 
who  wish  to  give  their  pupils  a  thorough  knowledge  of  the  French  Langiuige,  and  at 
the  same  time  exercise  "them  upon  that  which  will  be  useful  in  the  English.  The 
French  and  English  editions  may  be  used  together  with  advantage.  The  Merchant 
and  the  Clerk  who  desire  a  practical  knowledge  of  French  accounts  will  find  this 
book  of  great  service. 


DANIEL    BPRCESS    <k    CO.  8    PUBLICATIONS. 


SEEIES    OF   GEOGEAPHIES. 

BY  ROS"VVELL  C.  SMITH.  A.  M. 

Retail 

Price. 

SMITH'S  FIRST  BOOK  IN  GEOGRAPHY.  40 

"         SECOND  BOOK ;   or  QUARTO  GEOGRAPHY.  75 

THIRD  BOOK  ;  or  GEOGRAPHY  on  the  PRODUCTIVE  SYSTEM  :  84 

Accompanied  by  a  large  and  valuable  Atlas  of  Maps. 


Smith's  First  Book  was  expressly  prepared  to  meet  a  want  of  the  public  in  respect 
to  a  Primary  Geography,  and  hence  is  literally  what  its  name  denotes.  The  plan  is  en- 
tirely original,  and,  as  far  as  it  goes,  the  boolc  complete  within  itself.  Most  of  the 
works  of  this  liiud  now  in  the  field  can  be  divided  into  two  classes:  the  one  attempt- 
ing nothing  higher  than  the  mere  story-teller  ;  and  the  other,  abridgments  of  larger 
works,  to  which  they  are  designed  to  attract  notice.  These  defects  Mr.  Smith  has 
attempted  to  avoid,  and,  the  publishers  believe,  has  fully  succeeded  in  the  effort. 

The  first  principles  of  Geography  are  developed  in  a  simple,  winning  manner,  so 
plain  that  the  child  can  easily  lAlerstand  them,  while  his  attention  and  interest  are 
kept  up  to  the  end.  At  the  same  lime,  it  is  rcidly  scientific,  and  imparts  the  valuable 
knowledge  it  professes  to  teach. 

Its  external  aj)pearance  is  eminently  beautiful,  and  no  expense  h.as  been  spared  in 
lis  preparation.  It  is  handsomely  illustrated  and  elegantly  printed.  'There  are  a  scries 
of  colored  maps.  The  numerous  teachers  who  have  used  it  pronounce  it  in  every 
respect  a  superior  work. 

Smith's  Second  Book,  by  its  large  size,  allows  the  combination  of  Atlas  of  Maps 
and  Text  Book  in  one  work.  The  majis  are  from  steel  plates,  and  finely  colored ;  and 
the  questions  on  the  maps  are  usually  on  the  opposite  page,  and  at  the  same  oj)ening. 

Most  teachers  are  satisfied,  from  experience,  that  the  old  text  books  on  the  science 
of  Geography  :ire  too  much  filled  up  with  Statistical,  Geological,  and  Historical  miiiu- 
licB.  This  defect  consumes  much  valuable  lime  both  of  teachers  and  pupils,  besides 
rendering  the  study  so  formidable,  that  a  large  portion  of  those  attending  common 
schools  never  eltter  upon  it ;  or  if  they  do,  very  rarely  go  through  it  to  the  end. 

To  obviate  this  difficulty,  and  render  the  study  pleasing  and  attractive,  Smith's 
Quarto  Gcoirrajihy  has  becii  prepared,  and  contains  nothing  but  what  properly  be- 
longs lo  this  science,  and  is  so  condensed  as  to  enable  the  learner,  if  diligent,  to  ac- 
quire a  good  practical  knowledge  of  the  leading  features  and  facts  of  Geography  in  a 
single  term  ol  three  or  four  mouths. 

GEOGRAPHICAL    QUESTIONS,    TO    ACCOMPANY    SMITH'S 

QUARTO    GEOGRAPHY.  25 

By  WiM.  P.  MOSS,  Jr.,  late  Prin.  of  Ward  School  No.  22,  N.  Y.  City. 
This  work  was  prepared  at  the  suggestion  of  many  Teachers  who  needed  a  manual 
of  map  exercises  to  accompany  Smith's  Quarto  Geography.  The  necessity  of  constant 
reference  to  tlie  maps,  by  its  use,  makes  the  pupil  familiar ,with  the  surface  of  the 
earth,  gives  him  correct  conception^  of  its  form,  and  of  the  location  and  direction  of 
places.  It  is  a  work  of  much  judgment,  and  displays  the  tact  of  the  thorough  and 
practised  Teacher, 


DANIEL    BURGESS    &    CO.  S    PUBLICATIONS. 


The  Third  Book,  or  Geography  on  tub  Productive  System,  has  been  so  well 
known  in  its  former  editions,  and  so  highly  approved  by  the  multitudes  who  have 
used  it,  that  it  would  seem  unnecessary  to  say  any  thing  mure  for  the  present  edition, 
than  that  it  has  been  thoroughly  revised  and  improved  by  the  author.  The  in)j)rove- 
inents  do  not  consist  in  many  alterations  of  the  plan  of  the  worlt,  which  is  as  simple 
and  natural  as  can  be  desired,  but  in  such  additions  and  alterations  as  the  progressive 
changes  in  the  science  of  Geography  from  time  to  time  render  necessary. 

The  work  is  divided  into  three  parts. 
I'Bic   Kirst   Pan,  intended  fur  young  beginners,  is  a  complete  Geographical 

xpositor,  explaining,  in  simple  language,  and  illustrating  by  numerous  cul^  the 

•rms  Hbcd  in  describing  the  natural  and  political  divisions  of  the  earth,  it  also  cmi- 
i.iiiis  a  well  digested  series  of  questions  upon  the  maps,  adapted  to  a  flrst  class  in 
(.'eograjihy. 

K*na't  SccoikI  commences  with  what  maybe  termed  the  Geometry  of  Oeorrr-phii, 
explaining  and  illustrating  the  technical  terras  employed  in  Ihe  science,  the  imaginary 
lines  on  which  maps  are  constructed,  etc, etc.,  concluding  with  a  brief  view  of  the 
ditTerent  races  of  the  human  family,  the  religions  which  prevail  among  them,  and 
the  gradual  developments  of  civilization  from  the  savage  to  the  civilized  and  enlight- 
ened.   These  two  parts  constitute  the  introducloiy  course. 

l*art  Third  consists  of  a  faithful  and  comprehensive  treatise,  embracing  Z)c- 
.icriptive,  JilntlieTnaticat,  Physical,  and  Civil  or  Political  Geography,  \l\  which  History 
is  occasionally  and  happily  blended.  The  definitions  of  terms,  arranged  in  the  notes, 
are  ve^y  full,  and  constitute  a  valuable  addition  to  the  work. 

TO    ACCOMPANY    THE    GEOGRAPHY.  50 

The  Allns  is  particularly  thorough  and  complete  in  the  system  of  emblems  and 
ABBREVIATIONS,  such  as  Stars,  crosses,  boohi,  ploughs,  ctc.,\>y  which  the  Oovirn- 
me.nt.  Religion,  Slate  of  Society,  Population,  M\A  other  matters  relaling  to  the  more 
important  countries,  become  apparent  at  flrst  glance.  By  this  arrangement,  which 
calls  into  simultaneous  exorcise  the  powers  of  the  mind  and  the  eye,  impressions 
are  made  more  abiding  than  by  any  other  means  whatever. 

New  maps  have  been  added  of  California,  Oregon,  Utah,  New-Wexico,  Nebraska, 
Mexico,  and  Central  America.  They  will  be  found  to  agree  with  the  latest  and  best 
authorilies,  and,  like  the  others  in  the  book,  superior  in  beauty  and  correctness. 

The  ])reseut  Atlas  is  now  offered  to  the  public  in  the  confident  belief  that  for  a 
plain  and  lucid  arrangement  of  matter,  correctness  of  detail,  and  beauty  of  execution, 
t  is  fully  equal  to  any  School  Atlas  ;  but  if  regard  be  had  to  the  stutislical  informa- 
tion^ in  connection  with  the  additional  number  of  maps  and  the  enlarged  scale  of 
others,  it  must  bo  confessedly  superior  to  any  sirailgr  work  before  the  public. 

HARTS'     POPULAR    SYSTEM    OF    PRACTICAL    GEOGRAPHY. 

FOR  THE  USE  OF  3  1- 

PUBLIC  AND  COJIMON  SCHOOLS  IN  THE  UNITED  STATES, 
JVew  and  improved  edition,  according  to  the  Cejisus  of  1850, 
Tliis  work  is  now  over  a  quarter  of  a  century  old,  and  the  system  it  teaches  has 
been  growing  into  favor  during  all  that  time,  until  it  is  no\v  generally  adopted.  Not- 
withstanding its  small  size,  the  work  contains  a  vast  an-ount  of  Geogra))hical  inforina- 
lioii,  arranged  in  the  most  simple,  systematic,  and  practical  form  for  Clashes.  The 
present  edition  cont.ains  a  full  Exerci.se  upon  the  Map  of  New-York.  This  work  has 
been  too  long  established  to  require  any  new  recommendation. 


6  DANIEL   BURGESS    ii    CO.'s    PUBLICATIONS. 

ASXRO^JOIV^Y. 

BY  ASA  SMITH, 

Principal  of   Public    School  No.  12,  of  tho  City  of  New- York. 

Ret.-.il 
P'  •     . 

ILLUSTRATED  ASTRONOMY  (QUARTO).  ^1. 

ABRIDGED  ASTRONOMY.    With  Colored  Platks.    12mo.  0.31 

FOR  TUE  USE  OF  THE  PUBLIC  OR  COMMON  SCHOOLS  IN  THE  UNITED  STATES. 


The  author  of  this  series  is  a  well  known  teacher  of  New- York,  respected  alike  for 
his  powers  as  an  instniclor  and  his  superior  knowledge  of  Astronomy.  He  knew 
exactly  from  experience  the  want  of  the  teacher,  and  was  fully  able  to  supply  that 
want.  That  he  has  heen  completely  successful,  is  the  unanimous  opinion  of  all  in- 
terested in  Astronomical  teaching  in  schools.  His  work  has  the  singular  merit  of 
pleasing  both  teacher  and  pupil  alike. 

The  Abridgment  contains  all  the  Questions  and  Answers  in  the  larger  work,  be- 
sides miuiy  of  its  important  diagrams.  It  was  prepared  especially  to  save  exjfcnsc  in 
the  Junior  Classes,  and  make  the  pupil  competent  to  appreciate  the  Quarto  after 
entering  the  Senior  Classes. 

The  Quarto  really  embraces  a  series  of  large  maps  in  connection  with  the  Text 
Book,  and  thus  not  only  combines  utility  and  economy,  but  also  by  its  pictures  of  the 
heavens  at  the  different  seasons  enables  pupilsat  their  homes  to  locale  particular  sl:u'3 
m  the  heavens  at  all  times,  as  easily  as  with  a  common  city  map  they  can  find  out  the 
respective  streets. 

It  has  been  the  object  of  this  Manual  of  Astronomical  Science  to  present  all  the 
distinguishing  principles  in  Physical  Astronomy  with  as  few  words  as  possible,  but 
with  such  other  ocular  demonstrations,  by  way  of  diagrams  and  maps,  .ts  shall  make 
ihe  subject  easily  understood.  The  letter-press  descriptions  and  thediagramalic  illus- 
trations will  invariably  be  found  at  the  same  opening  of  the  book  ;  and  more  expla- 
natory cuts  are  g:iven,  and  at  a  much  less  price,  than  in  any  other  Elementary  Astro- 
nomy. 

The  plan  is  so  simple,  and  illustrations  so  complete,  together  with  the  beautiful 
?tyle  in  which  it  is  got  up,  that  it  cannot  fail  of  an  extensive  introduction.  The  fol- 
lowing are  so.me  of  the  popular  characteristics  of  the  work : 

1st.  Its  feize,  being  in  quarto  form,  enabled  the  author  to  introduce  larger  diagrams 
■Jian  are  found  in  any  other  primary  work  on  the  same  subject.  ^ 

2d.  The  lessons,  in  all  cases,  face  the  diagrams  to  which  they  refer ;  this  places  the 
llustration  constantly  before  the  eye  of  the  student  while  he  is  studying  his  lesson, 

3d.  The  explanations  are  placed  upon  the  diagrams  theniseh'cs ;  rendering  it  un- 
necessary to  use  letters  of  reference,  which  are  useless  and  perplexing  to  children. 

4lh.  The  planets  are  shown  in  their  various  positions  in  their  orbits,  as  well  as  the 
inclination  of  their  axis  to  the  plane  of  their  orbits. 

5th.  Many  of  the  diagrams  are  original,  and  most  of  them  are  drawn  upon  a  dif- 
ferent principle  from  the  ordinary  diagrams  in  use,  and,  it  is  believed,  better  illustrate 
the  subject  to  which  they  refer 


c 


111 


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ft'ni.t«i(En  I 


DAN J  EL    Br  KG 

mi  JOHN  8TREKT,   NKW  YORK. 


Iio.     ilo..     Ill   I  rt'tii  n. 
Ai-.ktTinuiiN  \iit«iri»l  llUtorir.  ---^  pp  l9n>o ,  UaJf  boun.l. 

• -•■> ■    »   ....^il.H-. 

I  .•♦>■,    lljr  K.  <'iie»'-.',  A  M 

I.  .   ul  lb*-  full'  •!  '^intri. 

•■■rt*»  «.<-<>||{ru|>it<«ul  <ltie«>ti<> 
llrirfN    »«l!»H. 

.         •;  ..  .IB,  i-i';.).    -ni. 

>  for  Do. 

■  11    •■ni'i.i.ii     I  <.  Ill  II  iKiii. 

N  -  I'riiK  iplv*t  of  l*h)'Hloloi;)'. 

■  Di -.ill iriil  <liie»lioo»« 

BY  B.  C.  SMITH,  AM. 

St.ilTH   S  ^  THMETIC. 

itf,  I  ,  ■"•■ 

SMITH'S  P..-- .  .w..^    .....  -TAi 

or,  ^='  ('•i:iil  Lt<MiK  i!i  Aruhii 
SNUTHS  KEY  TO 
SMITH'S   NEW   AR1TH 

nr,  Th.nl  1!.     k  ;:i 
SMITH'S   KEr   TO 

SMITH'S    PRIMARY,  OH    FIRST    BOOK    IN    GEOGRAPHY. 
SMITH'S    QUARTO.  OR   SECOND    BOOK    iN    GEOGRAPHY,  t| 

qiiri  to  lli«  Kir-l  IV^ik. 
SMITH  S  GEOGRAPHY   AND  ATLAS, 

BY  ASA 

In  (iiiarlii  funii.  11!"  '     '■  ■'  " 
Sinllh^s  AbrldflTcd 

TO' 


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